Heritage & Creative Learning Framework (by Anna Hansen)

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This presentation has been uploaded with the permission of Anna Hansen, MD of NCK (www.nckultur.org). It presents her work on the Generic Learning Outcomes and Generic Social Outcomes to provide models for planning and evaluating museum learning.

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  • Skriv på post-it? Papper som lämnas in?
  • Det lärande som äger rum på ett museum är inte en produkt som kan mätas vid ett visst tillfälle. Museer bör – till skillnad från skolan - inte föreskriva lärande i nivåer utan istället utgå ifrån att alla användare har sina kriterier för vad som räknas som en framgång. Vi kan vara nöjda över att vi inte behöver kugga våra besökare. Lärande på museum kan få mycket oväntade resultat, överraskningar kan ge den allra djupaste lärandeupplevelsen.
  • Post-it
  • Också under rubriken AKTIV FORMIDLING handlar det mest om nätbaserad förmedling
  • Emily berättade
  • Sällan en tydlig länk mellan aktivitet och visioner. Det låter ju stort, men vilken skillnad gjorde det för de människor som kom i kontakt med alla dessa aktiviteter?
  • Ett sätt att hitta svaret på sista frågan är att arbeta med GSO
  • Ett sätt att ta reda på detta är GSO
  • Det finns ett sätt att mer strukturerat diskutera den här typen av frågor
  • Ta post-it från tidigare och placera ut på olika GLOs
  • Exempel på hur man planerar strategiskt med hjälp av GLO
  • Heritage & Creative Learning Framework (by Anna Hansen)

    1. 1. The Relevant Museum Heritage and Creative Learning Framework
    2. 2. What happens today? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. 1. The project Implementing HLO 2. The important museum - the museum as an arena for learning 3. The relevant museum > The museum’s function in society - policy, Generic Social Outcomes (GSO) > Key competences (EU & OECD) 4. A museum relevant for the individual > The visitor in focus - who is the visitor? > Generic Learning Outcomes (GLO) 5. Evaluation 6. Heritage and Creative Learning > Framework > What have we learned and how do we proceed?
    3. 3. The project ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Aim: 1. Increase the social and economic effects of heritage learning by developing practices that deal with learning and competence processes. 2. Develop tools and terminologies which can be used to evaluate the positive effects of heritage learning.
    4. 4. Your part of the project ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. From the project plan: ”The purpose is in addition to implement HLO-method in the Nordic-Baltic countries by establishing six centres for HLO. The centres will not only implement the method in their own organisation but will also become centres in their own countries with responsibility for spreading HLO- method. In Lithuania the centre will be for the Baltic area.” ”The project manager visits the Lithuanian Open Air Museum. The project manager works as a consultant in order to set up the museum to be capable of teaching the specific target group of adults accompanied by children based on the principles of HLO.”
    5. 5. ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. ”Final seminar in Östersund with participation of all partners. In the seminars the project results discussed. Each partner afterwards receives advice on how to continue teaching at their own institutions based on the HLO-method and instructions for continuing the work with specific target groups.” Dissamination -By using the method for five years after the project has ended -Through networks Your part of the project
    6. 6. ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. An ambitious project plan needs a pragmatic approach: > workshop (ongoing!) > include HLO in your work with adults accompanied by children > share your results to the project partners – meeting 13th of November in Östersund > end seminar in Östersund, fall 2014 > have fun! Your part of the project
    7. 7. What are we doing here? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. But besides the project, why are we here? > We want to be important! > We want to make a difference! - in society and for all people.
    8. 8. What are you doing here? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. What are your expectations? What do you know about the Key competences? How do you feel about them? What do you know about Generic Learning Outcomes (GLO)? How do you feel about GLO?
    9. 9. The relevant museum ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. How can we describe the relevant museum? > How does the personnel feel about working there? > What does the museum look like? > Who visits the museum? Why do they visit? > How does the visitor feel when he or she arrives? > How does the visitor feel when he or she leaves? > What do people say about the relevant museum?
    10. 10. Learning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve increase in or deepening of skills, knowledge, understanding, values, feelings, attitudes and the capacity to reflect. Effective learning leads to change, development and the desire to learn more. Campaign for Learning, UK What is learning? ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    11. 11. A constructual perception of knowledge ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Knowledge is constructed and is therefore not an image of reality. The hypothesis is that everything that is observed by reality stands in relation to the person observing. A perception of knowledge which demands us to start from the individual person.
    12. 12. Heritage Learning ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Heritage learning: > When culture heritage is used in the learning process. > Cultural heritage is an integrated part of the learning process but not necessarily an objective: Lerning through heritage – not only about heritage!
    13. 13. Cultural heritage as the raw material ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. We can see cultural heritage as the raw material, from which different things can be produced: - Empathy in time and space - Critical thinking - Knowledge about the past and past events - Enjoyment of discovery - Social interaction - Willingness to learn … and other things
    14. 14. ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. What makes heritage learning different from other types of learning? - Lifelong learning - Informal or non-formal learning - Lifewide learning - Often – but not always – authentic objects or documents Cultural heritage Learning
    15. 15. Non-formal learning ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. ”It is difficult to identify a moment that can be regarded as an end-point in learning and therefore an appropriate moment for measuring this learning. It is not appropriate for organisations to be prescriptive about levels of learning achievement, as users have their own criteria for what counts as successful (museums, archives and libraries do not expect to have to ‘fail’ their users).” Eilean Hooper-Greenhill, 2004
    16. 16. Two big questions ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. What can people gain from being a part of the museum? In what way is what we do relevant to others?
    17. 17. But? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. How do we know that we do what we say we do? Do we have a clue – really?
    18. 18. Heritage and creative learning framework ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Generic Learning Outcomes Specific Learning Outcomes Generic Social Outcomes Key competences Current policy
    19. 19. Heritage and creative learning framework ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. The framework helps us to do the things we really want to do (and what we think we do) and at the same time giving us a language to articulate our importance. It helps us to strengthen our relevance in the society and to be persuasive when we talk to the society about our importance.
    20. 20. Social relevance
    21. 21. Social relevance ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. What museum functions are socially relevant/relevant to society? What functions is the museum supposed to have according to society?
    22. 22. Social relevance ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. • ”develop the human capacity to participate in cultural life, critically evaluate, take and make creative use of the information” • “society needs people with great imagination developed through critical thinking, intuition, logic and aesthetic sense.” • “young people without feeling any connection with their cultural traditions, risking a loss of identity with their community, the environment, the people and even his own identity” From Guidelines for Alternation of the Lithuanian Cultural Policy
    23. 23. Social relevant ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. “any state-sponsored cultural project must also have an educational component” “strengthen the cultural education of the mass media” “Access to culture and cultural differences in the activity of the population is directly related to the lack of social cohesion and quality of life differences” From Guidelines for Alternation of the Lithuanian Cultural Policy
    24. 24. Social relevant ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Is the society – in a broad sense – aware of the museum as a physical arena and a meeting point for learning processes. When people speak about learning – do they talk about museums? When they talk about an active ageing – do they talk about museums?
    25. 25. Social relevance ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. How do we mention that we are relevant to the society? How do we mention our learning activities?
    26. 26. Activity objectives ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Maybe like this: > 14 school programs > 3 reports > 8 exhibitions > 6 lectures > 2 conferences
    27. 27. Quantitative objectives ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Or like this: ”The museum was open for 328 days and had 193 589 visitors - 1081 persons/families had an annual pass. 737 guided tours were given, 405 to schools and nursery schools. Four temporary exhibitions were shown and two of them had been produced by us. The collection grew with 458 new objects, 37 500 photos, 736 books and 12 metres of archival material.”
    28. 28. Social relevance ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. It sounds grandiose and good but does it make us more socially relevant? What difference does it make for the society? In what way do we effect the visitors and their contact with the archive? What is most relevant from a social perspective: that 1081 persons were visiting the archive or that 57 of them were inspired? What difference are we – actually – doing in the society?
    29. 29. Generic Social Outcomes (GSO) ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Two objectives: Retrive specific information on the results of our work towards the civil society. Show and explain the impact and the effects in a local context. Firmly anchored in the policies.
    30. 30. Generic Social Outcomes (GSO) ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. It improves the ways we work with the civil society. We learn what we can offer the civil society. We learn what the civil society want from us. Helps us to acquire and retain needful grants. Helps us build strong and useful partnerships. Helps us to contribute to the culture heritage sector and organizations in the local community. Helps us to make the efforts count when national and regional decision makers discuss how social problems can be solved. Learn more: www.inspiringlearningforall.gov.uk
    31. 31. Generic Social Outcomes (GSO) ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Strengthening Public Life includes the following elements -Building the capacity of community and voluntary groups -Providing safe, inclusive and trusted public spaces -Improving the responsiveness of services to the needs of the local community Stronger & Safer Communities includes the following elements: -Improving group and inter-group dialogue and understanding -Supporting cultural diversity and identity -Encouraging familial ties and relationships Health & Well Being includes the following elements: -Encouraging healthy lifestyles and contributing to mental and physical well being -Supporting care and recovery -Supporting older people to live independent lives -Helping children and young people to enjoy life and make a positive contribution
    32. 32. Generic Social Outcomes (GSO) ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Are you working towards these objectives, consciously or unconsciously? Are these objectives part of the museum’s mission? Do you want to work more with these objectives?
    33. 33. What do society want? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. To be perceived as relevant from a social perspective we need to relate to priorities and goals set by the society. We need to ask the question: what do the society want?
    34. 34. Lifelong learning ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. “Lifelong learning is no longer just one aspect of education and training; it must become the guiding principle for provision and participation across the full continuum of learning contexts. The coming decade must see the implemention of this vision. All those living in Europe, without exception, should have equal opportunities to adjust to the demands of social and economic change and to participate actively in the shaping of Europe’s future.” http://www.bologna-berlin2003.de/pdf/MemorandumEng.pdf
    35. 35. Lifelong learning ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. It’s important to have a lifelong perspective on learning. We are learning all the time and to learn is important for how you feel and deal with life. We don’t stop learning and use new knowledge, just because we leave the job market.
    36. 36. Picasso, painted when he was 79 years old The image of ”the elderly” ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. We need to move away from the idea that older people prey on society. Instead, we should focus on the possibilities. Seniors are contributing to the civil society, the social economy, culture, the arts and the intellectual society. A lot of geniuses reached there creative peak when they were in the later part of their lives.
    37. 37. Older people as a resource ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Elders has experience that are important to the culture heritage sector. At the same time, the interaction with the archive or the museum can have a liberating effect on the elderly visitor. You could say that the learning process is mutual.
    38. 38. Key competences ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. > communication in the mother tongue > communication in foreign languages > mathematical competence and basic competences in science and technology > digital competence > learning to learn > social and civic competences > sense of initiative and entrepreneurship > cultural awareness and expression (EU 2005; adopted by all countries in the EU and EES ; non-binding. Equivalent examples exists within OECD)
    39. 39. How do you become competent? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. ”Key competencies involve a mobilization of cognitive and practical skills, creative abilities and other psychosocial resources such as attitudes, motivation and values.” (Wow! How do you learn that?) Despite the fact that competencies comprise more than just taught knowledge, the [OECD] suggests that a competency can itself be learned within a favorable learning environment.” From ”The Definition and Selection of Key Competencies”, OECD 2001.
    40. 40. Key competences ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. What types of key competences are in play when we interact with the museum? Do society know about this?
    41. 41. Key competences ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Think about your activities for adults accompanied by children. > To what extent does it relate to the key competences? > Which key competences are mention and which are not? > Do you think that the key competences are relevant to your work?
    42. 42. Relevant for the individual
    43. 43. Relevant for the individual ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Is the socially relevant also relevant for the individual? Often it is about perspectives: the socially relevant and things relevant for the individual is two sides of the same coin. From an analytical perspective it’s partly two different things.
    44. 44. Relevant for the individual ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. To let our work be relevant to the individual we have to relate it to the individual’s own experiences. We want to make a difference for people! To do that, we have to ask where they are to today, where they start their journey. We need to have a constant focus on the visitor.
    45. 45. Relevant for the individual ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Visitors are never a bunch of people, it always consists of individuals. 75- year-olds are sometimes more different to each other than 40-year- olds. Immigrants are as heterogeneous as people born in the country. What do we know about the visitors? Who are they? Why do they visit the museum? What difference do we do to them? What experiences and competences do they have? What do they like?
    46. 46. Relevant for the individual ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. > What difference do we want to make in the visitor’s life? > What do we want to develop/strenghten/encourage? > What do we want to inspire? > Do we want to spread enjoyment or knowledge? > What do we want the visitor to carry with them when they leave the museum?
    47. 47. Generic Learning Outcomes (GLO) ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. General objectives for learning: > Knowledge and understanding > Skills > Attitudes and values > Enjoyment, inspiration and creativity > Activity, behaviour, progression
    48. 48. Generic Learning Outcomes (GLO) ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. GLO can: Make dialogue or communication an easier task. A common language and clear goals make misunderstandings much more unusual. Structure and rationalize the work process. A good preparatory work makes it easier to focus, plan and present the results. Improves the feedback. When you know the common objectives you can ask the right questions.
    49. 49. Objectives (GLOs) Geneaological research Knowledge and understanding • Knowledge about a specific person and the relation between him/her and others. • More knowledge about archives and what you can use them for. • Understanding other people’s thoughts, feelings and their lives. Skills • To solve problems. • To search information. • To criticize the sources. • Digital competence. • Communicating the results to others. Attitudes and values • The feeling that we are all part of history. • Insights of your own place in history. • Empathy in time and space. Enjoyment, inspiration and creativity • The enjoyment of discovering something unexpected. • Curiosity towards the past. Activity, behaviour, and progression • New tools for further learning oppurtunities. Example (GLO) ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    50. 50. Objectives (GLOs) In Ida’s footprints Knowledge and understanding • Knowledge about the industrialization and the technical development during the turn of the century (1800/1900) from a local perspective. • Knowledge about the democratization and the rise of the social welfare program. • Understanding the archives’ role in society. Skills • Reflect upon the social developments during the turn of the century (1800/1900) and to put it in a bigger context. • The ability to criticize the sources. Attitudes and values • Feel that you are a part of history. • Feeling welcome to return to the archive. Enjoyment, inspiration and creativity • Inspiration to work more with historical sources. • Feeling the joy to be part of history. Activity, behaviour, and progression • Using the material – to participate. • The desire to return to the archive. Example (GLO) ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    51. 51. Example – Planning with GLO ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Objectives (GLOs) Swedish for Immigrants at Jamtli museum Knowledge and understanding • Increased knowledge about local history • Knowledge about how the museum works Skills • Know how to do some crafts – e.g. baking traditional flat bread • Social competence Attitudes and values • Increased self-esteem • Increased motivation to learn • New attitudes towards a new culture Enjoyment, inspiration and creativity • Learning something new in a fun way • Thinking about things in a new way • Become surprised Activity, behaviour, and progression • Feel at home at the museum • Feel at home in their new community
    52. 52. Example - Planning with GLO ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Objectives (GLOs) Art programme for children aged 8-10 Knowledge and understanding • Understand their own role in the art experience •Understand what a museum is •Knowledge about different techniques and materials Skills • Ability to look at art from their own perspective • Ability to express themselves with diferent kinds of materials. Attitudes and values • Increased self-esteem and confidence (they can produce their own art) Enjoyment, inspiration and creativity • Increased creativity •Increased curiosity about art •Increased willingness to experiment Activity, behaviour, and progression • Wanting to continue to experience art •Increased ability to express themselves in other contexts
    53. 53. Objectives (GLOs) The project Skolan och museerna Knowledge and understanding > Knowledge about development kits and how to evaluate. > Common understanding how evaluations can be used in the cultural heritage sector. > Understanding scientific methods and viewpoints. > Understand what you can learn at a museum. Skills > To be able to handle a planing and evaluation tool like (GLO). > Coordinate a national program. Attitudes and values > More positive attitudes towards the professional school world. > Respect between different types of museums. Enjoyment, inspiration and creativity > Inspiration to new collaborations where organizations from different sectors in the society can participate. > The moment of surprise when the results from the project starts to appear. Activity, behaviour, and progression > Better understanding on how the school functions. > Better understanding how the project in practice can work. > Better knowledge aboute how museum functions. > Better collaboration between museums with different ownerships. > Better collaboration between the museum sector and the universities. > Better knowledge how to plan a project > Better understanding how learning at a museum can lead to new initiatives. Example – Planning with GLO ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    54. 54. Step 1. What do you want to achive? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Think about your activities for adults accompanied by children. Which objectives do you want to achieve? > as participants? > as personnel? > as cooperation partners? Relate to GLO.
    55. 55. Evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. What do we think about evaluation? What do we associate with the word evaluation?
    56. 56. Evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Are we able to charge the term evaluation with positive energy?
    57. 57. Evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Sometimes we are so afraid of what an evaluation might reveal that we refuse to do an evaluation altogether. It is therefore nice to know that evaluation is a shortcut towards development.
    58. 58. Evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Evaluation is reflection. Each moment of reflection (when we evaluate) leads to new questions and we are therefore never really done. Isn’t that quite nice?
    59. 59. Evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. The reflection is constant: > In the beginning: when we need to decide where to go and in which direction. > During the journey: when there are objectives but we need to know more to fulfill them. > At the end: when we have worked with our objectives and know how far we have reached. > Next journey: when we learn from our experiences and start all over again.
    60. 60. Evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. We evaluate in order to make intelligent decisions. What do we need to know – right now – to be able to make an intelligent decision? It depends on where we are in the project!
    61. 61. Evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. The initial evaluation is made at the beginning of a project to find out what the visitors and the participants want to learn and experience. It is therefore important that the content and the method has not been decided yet. Summative evalutaion is made at the end of the project. To what extent has the project fulfilled the objectives (the GLOs)? Formative evaluation is about a projects efficiency and attractivity and is made before content and method has been decided.
    62. 62. Step 2. What do you need to know? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Consider your project/programme Where in the process are you? Start from your GLOs. What do you need to know or find out – right now – to reach your goals?
    63. 63. Different kinds of evaluations ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Feedback cards Questionnaires Interviews Focus groups Graffiti walls Drawings Participating observations Movies Photographs and pictures Letters, email Log books Mindmaps Association exercises Valuation exercises Literature analyses Dart boards and so on.
    64. 64. Example evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    65. 65. Example evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    66. 66. Example evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    67. 67. Association exercises: Works good when we want to evaluate previous knowledge and developments. Example evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    68. 68. ………………………. Dart board: Source: http://evaluationtoolbox.net.au Example evaluation ………………………. ……………………………………………………………………………………………………………………………………………………
    69. 69. Source: http://museumtwo.blogspot.se Example evaluation ………………………. …………………………………………………………………………………………………………………………………………………… ……………………….
    70. 70. Step 3. Move on ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Are you able to use literature or research? > Does it exist similar or earlier programs that you can take inspiration from? > Are you able to use an evaluation method? > Focus groups? Interviews? ...
    71. 71. To choose a method ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Quantitative method: to collect information about how often a certain thing occur (in relation to the visitor/participant). Qualitative method: to analyze and trying to understand learning on a deeper level. What is happening and under which circumstances?
    72. 72. To choose a method ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. The methods are always chosen last. When you choose a method you need to know what you want to know. Regardless of method it has to be adjusted to the respondents linguistic level. The method should be designed so it appeals to the target group. It should be a method that can help the respondent to articulate the learning experience in the best way possible.
    73. 73. Different types of questions ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Open questions > From what you experienced today: what did you especially enjoy? > What inspired you? End a sentence > Surprised by… > Interested in… > Bored by… Yes, no and value questions > To what extent have you acquired a deepened knowledge about… > Have you been surprised of something? > Would you rather have been discussing these questions in a class room? > Do you want to return to the archive?
    74. 74. Step 4. What method do you choose? ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. What method is most suitable for your program? Important questions: Which methods ralate to your GLOs? How is the target group put together? How are the learning sessions composed? Will the same people return on every occasion? Should you choose one or more times for evaluation? Should you choose one or several methods for evaluation? How do you want to use the results from the evaluation (What kind of data do you need)?
    75. 75. Generic Learning Outcomes (GLO) ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Work process: 1. What are the objectives? (GLOs) 2. What do we need to know/find out to reach the objectives? 3. How do we get answers to our questions? (ask someone, research…) 4. What method is best suited in order to reach the outcomes – and follow up that the outecomes are reached? 5. Evaluation and arranging the results
    76. 76. Heritage and creative learning framework ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. Socially relevant Heritage learning is socially relevant when it is related to the existing policies (for example the key comptences). Relevant to the individual Heritage learning becomes relevant to the individual when we have a constant focus on the visitor.
    77. 77. Heritage and creative learning framework ………………………. …………………………………………………………………………………………………………………………………………………… ………………………. The policy and the key competences is the starting point. Structured and evaluated using GSO and GLO. Feedback towards the policy and the key competences.
    78. 78. Thank you! Anna.hansen@nckultur.org

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