Inspiration, Identity, Learning - capturing evidence of the impact of museum visits

Jocelyn DoddResearch Centre for Museums and Galleries

School of Museum StudiesUniversity of Leicester

Inspiration, Identity, Learning - capturing evidence of the impact of museum visits

Inspiring Learning

Inspiring Learning for All

People Providing more effective learning opportunities

Places Creating inspiring and accessible learning environments

Partnerships Building creative learning partnerships

Policies/ plans/ performance

Placing learning at the heart of the organisation

Learning Impact Research Project (LIRP)

• What is learning in museums, libraries and archives?

• Measuring learning in museums, libraries and archives

• Development of a conceptual framework to measure the outcomes and impact of learning

Life-long learning

• Learning plays an integral part in our everyday lives (Wenger, 1998)

• Learning is as crucial and fundamental as being alive (Claxton, 1999)

• Learning is what we do when we don’t know what to do (Claxton, 1999)

What does learning include?

• Discipline-based (history, science, geography)• Daily life and how to manage it (hospitals, schools)• People and places• Ourselves• Different domains for learning – all necessary

Using prior knowledge and experience

• Build on what we already know

• Use existing knowledge in new situations

• Learn something new

• Bruner’s ‘spiral curriculum’

Different levels of attention

The spotlight – tightly focused attention, specific target

The floodlight – open-ended, open-minded, cruising and browsing

Sources for learning: verbal and tacit

Tacit, feltVerbal,

articulated

Gardner’s Multiple Intelligences

• Linguistic • Logical-mathematical• Musical• Spatial• Bodily kinaesthetic• Interpersonal• Intrapersonal• Naturalistic

• Syntax, semantics• Number, relationships• Pitch, rhythm• Mental visualisation• Control of body, objects• Empathetic• Aware of self• Classification,

environment

Learning as meaning-making

•Learners construct meaning on their own terms no matter what teachers do. (Richardson,1997:62)

•Constructivist learning theory (Hein, 1998)

•Social constructionism (constructed realities, perspectival, situated knowing) (Fay, 1996)

What is learning?

•Learning includes emotions, attitudes, inspiration, as well as acquisition of facts.•Learning is both intentional and unintentional.•Learning in museums is inspired by and arises from collections but is not necessarily about the collections.•A focus on the ‘outcomes and impact of learning’ reveals the dimensions of learning in museums

What are we measuring?

•Outcomes and impact of learning•Not learning processes•Not learning objectives•Learning outcomes – the result of learning•Learning impact – the result of these outcomes over time, from a broad perspective

Learning in MLA

•Informal, flexible, open-ended sites for learning•No set or required learning objectives•No agreed learning outcomes•Users set own standards and agendas for learning•But - learning very important to users

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 the development or deepening of skills, knowledge, understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect. Effective learning leads to change, development and the desire to learn more.

MLA Museums, Archives and Libraries CouncilInspiring Learning for All framework

Generic Learning Outcomes

Action, behaviour, progression

Skills

Attitudes and values

Enjoyment, inspiration, creativity

Knowledge and Understanding

Teachers views of the GLOs

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

RR1: 2003 DCMS/DfES1:2004

RR2: 2005 DCMS/DfES2:2007

Enjoyment,Inspiration, Creativity

Know ledge andUnderstanding

Attitudes and Values

Action, Behaviour,Progression

Skills

‘For each of the following potential outcomes from the use of the museum, please could you rate the importance of each one in your view?’ Teachers ticking ‘very important.’ 3478 teachers 2003-07

4th ( 2006-7) study Strong evidence of powerful learning outcomes for pupils

99% of teachers felt that it was likely that their pupils had enjoyed the museum experience

99% thought that new interests had been aroused97% of teachers thought that their pupils were likely to have been inspired to

learn more94% of teachers thought it likely that their pupils would have increased their

subject-related understanding94% of teachers felt it likely that their pupils would feel more positive about

learning generally

94 % Of teachers think their pupils are likely to have developed thinking skills & 89% communication skills

90% of pupils enjoyed their visit & think they have learnt something

Was the workhouse so bad?

Learning impact Was the workhouse so bad?


Increased attainment in assessed workMotivated to learn more – used other sources

Skills Real historical skills, analysing data , making judgements

Attitudes and values Were shocked inmates did not get their own coffin


Memorable , inspired them to write at length, emotional engagement


Understood things in new ways ( not reading)Different perspectives, complexity

Learning outcomes - young people are very positive

0% 20% 40% 60% 80% 100%

I enjoyed today

Working w ith the museum has been veryinspiring for me

I discovered some interesting things

I feel I have a better understanding of thesubject

It w as a good chance to pick up new skills

Using the museum w as a good chance tolearn in new w ays I had not considered

before

I could make sense of most of the things w esaw and did

I w ould like to do this again

I am now much more interested in the subjectthan w hen I started

Community Girls

Community Boys

Pupil Girls

Pupil Boys

KS3, 4 and 5 Pupils, N=3337, Young people and adults (Community), N=391

Salford Museums working with refugees and asylum seekers

“…when the teenagers asked questions ………… I was very comfortable because I was very sure of myself because I knew the right thing. I am the person who has seen it all and I can tell them something.”

Learning impact Nadeem - Salford Museum


Increased confidence Developed a sense of place (Salford)Work with other organisationsCatharsis – coming to terms with being a refugeeFuture family aspirations – for her son

Skills Computer skills, Language skills , Social skillsResearch skills

Attitudes and values

Increased self worthIncreased understanding of her new situation


Enjoyment and regular commitment


Knowledge & understanding a work placeKnowledge of local history

Image and identity Manchester Art Gallery, V & A and NCH

Lisa - Manchester Art Gallery, V & A and NCH

Lisa’s social worker

‘It has had a holistic effect. The project has impacted on her in every way - emotionally, on her mental health, physically and on her ability to manage situations, it has really impacted on her in every way’. Lisa has looked and analysed, and learnt skills which have helped her to express who she is. This has built her confidence, as for example when she has confidently talked to large groups of adults. Her most recent representation of her identity illustrates a considerable move forward, and now she is thriving and achieving in every direction; in school, making friends, doing very well at swimming, cycling and dancing.

Learning impactLisa – Image & Identity


Progression – developing her self identity, self esteemthriving achieving in other areas of her life

Skills self expression, confidence, communication skills -talking to adults

Attitudes and values attitude towards herself ,self perception, self worth


enjoying the art galleryinspired by artists being creative


of artunderstanding herself, of her own identity

Strengths of using the GLOs

•Provide common conceptual framework and a systematic approach to researching museum-based learning and its outcomes

•Provide agreed categories for classifying the statements of visitors/users

•Enable move from ‘anecdote’ to ‘evidence’.

•Can be used to describe breadth and depth of outcomes of learning

•Can link quantitative and qualitative research

Robust evidence

• On the basis of the success of the Learning Impact Research Project , RCMG was commissioned by DCMS/ DfES in 2003 to carry out evaluation research into their Strategic Commissioning Museum Education Programme. At the same time, RCMG was commissioned by MLA to research the impact of Renaissance in the Regions funding (central government funding for regional museums) in 36 regional museums.

• The results of this research, when presented as part of the Museums, Libraries and Archives Council’s (MLA) submission to the Comprehensive Spending Review in 2004, was described by DCMS and the Treasury (in their feedback to MLA) as the ‘most compelling evidence’ which played a significant part in securing an extra £15 million pounds for the museum sector.

Keith Nicol DCMS

Limitations

• Is learning valued?• Is a broad definition of learning shared?• The challenges of data collection• Impact v process• Strategic leadership• Established method v novelty and innovation• Whole organisational buy in• Research skills / costs of robust research

Research Centre for Museums and Galleries (RCMG)School of Museum Studies, University of Leicester

Jocelyn Dodd [email protected]

www.le.ac.uk/museumstudies/research/rcmg

mailto:[email protected]