göran björnberg - why museums?
TRANSCRIPT
Converging pathways to new knowledgeCollaborations between
museums and schools
WHY MUSEUMS?
Teacher with a Master in pedagogyLeading a Lifelong learning project 2002-2008Different positions with the Swedish Exhibition Agency 2008-2014 including Head of Learning, Head of Method development and Global perspectives analystIndependant consultant
Layout
Context Outcomes Benchmarking Advice
WHY MUSEUMS? …and schools?
• Ecology of learning is changing. Affects What, Where and How we learn!
• Museums turning towards their audience Relevance – Accessibility – Co creation and The Participatory museum
• Social tensions calls for more institutions to be part of the democratic project
• Schools engage everyone• Research to support importance
Short background
• Based on a review for the Swedish government 2014• Analysis of practice in 4 countries• Meeting with international experts• Reading research reports on culture based learning• Mapping of current situation in Sweden• Meetings with museums and school professionals in
Sweden.• Survey to Swedish museums• Reading research reports, evaluations, future analysis´…..
If you want to get laid – go to college! If you want to get an education – go to the library!
Seely & Brown
Seely & Brown
X
Ann Bamford
Ann Bamford
90%
John H. Falk & Lynn Dierking
5%John H. Falk & Lynn Dierking
So where do we learn?
Here
….. and here
Why learning in museums makes a difference
OutcomesStudents
Schools
Museums
Society
Students• Improves their knowledge in school
subjects.• Have higher self-construct scores.• Improve methods and abilities to gain
new knowledge.• Have higher presence in school.• Improve general abilities and new skills. • Improve their self-esteem, self-
consciousness, and confidence and are more extrovert.
• Has the potential to support the student´s cognitive development, social skills and ability to cooperate.
Museums
• Reaches a wider audience and new target groups.
• A possibility for museums to learn - leading to new thinking and method development.
• Function as a resource in the local society adding to resilience and presenting an opportunity to reflection on contemporary issues.
Schools• Teacher´s possibilities to reach targets
of curriculum is improved.• Access to an alternative learning
platform that supports reflection and dialogue thus contributing to school´s democratic mission.
• Pupils have higher presence in school.• Access to a multi-modal learning
environment that offers a variety of learning opportunities meeting with a larger spectrum of learning styles.
• Adds to the school´s attractiveness among children and parents.
Society• Students gets • an exam to a higher degree• are more employed• vote as young adults• participate in volunteer work.
• Students strengthen their knowledge about cultural heritage and its role in contemporary development of society.
Benchmarking
Holistic view
• See learning in museums as part of a bigger picture.
• Collaboration between Culture and Education (departments – authorities)
• Leave the inside – out viewwork from the needs of the students.
• Use the whole variety of resources in the museum – tactility, drama, maker movement, co-creation, workshops.
Structures
• Administrative structures supporting development.
• Structured collaboration leads to more initiated projects, better quality and sustainability.
• Focus on processses and outcomes instead of traditional pedagogy
Teachers are the X-factor
• Collaborating with teachers from the start enhances quality and sustainability.
• England - Teachers in reference groups secure pedagogical quality.
• France – employing teachers in strategical positions to make sure that pedagogical programmes connects with curriculum
Advice
• Sell it to the management!• Find a model – strategy that works for you!• Meet schools where they are!
Leave the inside – out perspective.• The teachers are the X-factor!• You´re learning platform is unique!
