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.

1. The Relevant Museum
Heritage and Creative Learning Framework

2. What happens today?
……………………….
……………………………………………………………………………………………………………………………………………………
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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. The project
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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. Your part of the project
……………………….
……………………………………………………………………………………………………………………………………………………
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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. ……………………….
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”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. ……………………….
……………………………………………………………………………………………………………………………………………………
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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. What are we doing here?
……………………….
……………………………………………………………………………………………………………………………………………………
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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. What are you doing here?
……………………….
……………………………………………………………………………………………………………………………………………………
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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. The relevant museum
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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. 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?
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11. A constructual perception of knowledge
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……………………………………………………………………………………………………………………………………………………
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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. Heritage Learning
……………………….
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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. Cultural heritage as the raw material
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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. ……………………….
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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. Non-formal learning
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”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. Two big questions
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What can people gain from being a
part of the museum?
In what way is what we do relevant
to others?

17. But?
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How do we know that we do what we
say we do?
Do we have a clue – really?

18. Heritage and creative learning framework
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……………………………………………………………………………………………………………………………………………………
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Generic Learning Outcomes
Specific Learning Outcomes
Generic Social Outcomes
Key competences
Current policy

19. Heritage and creative learning framework
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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. Social relevance

21. Social relevance
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……………………………………………………………………………………………………………………………………………………
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What museum functions are socially
relevant/relevant to society?
What functions is the museum
supposed to have according to
society?

22. Social relevance
……………………….
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• ”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. Social relevant
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“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. Social relevant
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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. Social relevance
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How do we mention that we are
relevant to the society?
How do we mention our learning
activities?

26. Activity objectives
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Maybe like this:
> 14 school programs
> 3 reports
> 8 exhibitions
> 6 lectures
> 2 conferences

27. Quantitative objectives
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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. Social relevance
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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. Generic Social Outcomes (GSO)
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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. Generic Social Outcomes (GSO)
……………………….
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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. Generic Social Outcomes (GSO)
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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. Generic Social Outcomes (GSO)
……………………….
……………………………………………………………………………………………………………………………………………………
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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. What do society want?
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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. Lifelong learning
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“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. Lifelong learning
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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. Picasso, painted when he was 79 years old
The image of ”the elderly”
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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. Older people as a resource
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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. Key competences
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> 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. How do you become competent?
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”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. Key competences
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What types of key competences are in
play when we interact with the
museum?
Do society know about this?

41. Key competences
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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. Relevant for the individual

43. Relevant for the individual
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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. Relevant for the individual
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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. Relevant for the individual
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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. Relevant for the individual
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> 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. Generic Learning Outcomes (GLO)
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General objectives for learning:
> Knowledge and understanding
> Skills
> Attitudes and values
> Enjoyment, inspiration and
creativity
> Activity, behaviour, progression

48. Generic Learning Outcomes (GLO)
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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. 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)
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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)
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51. Example – Planning with GLO
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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. Example - Planning with GLO
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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. 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
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54. Step 1. What do you want to achive?
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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. Evaluation
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What do we think about evaluation?
What do we associate with the word
evaluation?

56. Evaluation
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Are we able to charge the term
evaluation with positive energy?

57. Evaluation
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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. Evaluation
……………………….
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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. Evaluation
……………………….
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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. Evaluation
……………………….
……………………………………………………………………………………………………………………………………………………
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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. Evaluation
……………………….
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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. Step 2. What do you need to know?
……………………….
……………………………………………………………………………………………………………………………………………………
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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. Different kinds of evaluations
……………………….
……………………………………………………………………………………………………………………………………………………
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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. Example evaluation
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65. Example evaluation
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66. Example evaluation
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69. Association exercises:
Works good when we want to evaluate previous
knowledge and developments.
Example evaluation
……………………….
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70. ……………………….
Dart board:
Source: http://evaluationtoolbox.net.au
Example evaluation
……………………….
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71. Source: http://museumtwo.blogspot.se
Example evaluation
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72. Step 3. Move on
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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?
...

73. To choose a method
……………………….
……………………………………………………………………………………………………………………………………………………
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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?

74. 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.

75. 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?

76. Step 4. What method do you choose?
……………………….
……………………………………………………………………………………………………………………………………………………
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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)?

77. 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

78. 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.

79. 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.

80. Thank you!
Anna.hansen@nckultur.org