Reframing Interaction

A central issue of designing informal learning environments is balancing highly engaging experiences with deep disciplinary content. This study uses the construct of framing to examine one approach to balancing this inherent tension through a collaborative design process between a group of contemporary artists and a children’s museum. By focusing on the ways in which participants frame and negotiate the shared experience of design, this study provides insight into designing interactive learning spaces that enable meaningful participation for all involved in their creation and use.