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Case Studies Vol.14 2015 Xxxx Foundations of Museum Learning Xxxxxx Dr John Stevenson GEM Professional Development X

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Case Studies Vol.14 2015 Xxxx Foundations of Museum Learning Xxxxxx Dr John Stevenson GEM Professional Development X Foundations of Cardboard castles New audiences for museum learning James Brunt Bath museums Dr John Stevenson Zoe Dennington Volunteering alongside Gaining real insight friends and families A gravestone as a into audiences Oomar Dhuru starting point GEM champions Colin Mulberg Michael Gorely excellence in Managing a school trip heritage learning A Midsummer Night’s across eight museums ISSN 1759-6378 Dream at Blackwell Kate Noble Esther Rutter, Lisa Keys An adventure in China and Rachael Lennon Lucy Wright Digital sketchbooks Increasing access to Helen Ward and law-related heritage sites Adrian Brooks Rebecca Buck Case Studies Vol.14 2015 xxxx Foundations of museum learning xxxxxx Dr John Stevenson GEM Professional Development x Intended outputs Participants were expected to: What is Editorial Foundations of • keep a reflective journal; xxxxx • develop a CPD action plan; • complete a work-based assignment; GEM?xxxxxx museum learning • receive mentoring. Obstacles and issues To reduce costs we harnessed the willingness of GEM members to share their skills and experiences with others. We were very fortunate to acquire John GEM champions excellence in Case Studies 14 opens with details of Arts Award continues to be a valuable Summary Summary • Providing CPD at foundation, Reeve as the course director to work heritage learning to improve the GEM’s successful piloting of a method of engaging and rewarding on this basis, along with session leaders education,xxxxxx health and well-being foundation course in museum learning children and young people. A GEM’s Foundation Course: intermediate and advanced levels. • Developing a peer-reviewed and mentors. ofBackground the general public. as part of its vision for the continuing Midsummer Night’s Dream at Museum Learning, piloted last professional development of all those Blackwell describes how three heritage professional membership scheme Actual outcomes xxxxxxxx year, is part of GEM’s new that recognises the professional GEM believes that involvement involved in heritage learning. organisations used Arts Award Explore continuing professional Participant feedback and our own with our rich and diverse heritage as a framework for learning with pupils knowledge, skills and expertise of observations confirmed that the This edition showcases the exciting is an enriching and transformational aged eight to eleven. development (CPD) framework GEM members. outcomes were achieved. ways that our heritage learning experience that provides distinctive consisting of a competency colleagues are working to engage with Two articles look at family learning in Our CPD framework is based on Actual outputs opportunities for learning. We aim framework, CPD at all levels and and develop their audiences. Gaining different contexts. An adventure in considerable feedback from GEM The reflective journal, CPD action plan to make that learning accessible, real insight into audiences reveals how China gives helpful ideas when professional membership. members and stakeholders, and from and work-based assignment gave relevant and enjoyable for all. one museum learnt to use audience developing or refreshing a family surveys and reviews. A clear CPD route participants an opportunity to reflect on GEM works with its members and Background profiles and other useful techniques in backpack for use in galleries. is needed for those wishing to progress their practice. Mentoring in particular collaboratively with other learning GEM has been supporting heritage planning its redevelopment. Volunteering alongside friends and through a career in heritage education. was much appreciated by the organisations across the UK and educators for over 65 years through its families describes activities that It should embrace all those involved participants. internationally to: When museum resilience is on publications, training and networking encourage both intergenerational with museum learning including • champion excellence in heritage everyone’s lips, it’s good to read of events, both nationally and locally. Lessons learned learning among volunteers and new career-changers, volunteers and learning and participation enabling partnership working within the We received much helpful feedback forms of engagement with the public. Many staff, freelance workers, managers. people to be inspired by, value and heritage sector to share expertise, consultants and volunteers are involved such as: Challenge enjoy their and other’s heritage; make valuable economies of scale and Finally, Cardboard castles and A in managing or delivering heritage • increase the amount of practical work; To create a high quality introductory • advocate the power of heritage improve capacity. New audiences for gravestone as a starting point remind learning activities. Some have a • focus more on the WHY and HOW of course that would be a foundation for learning in transforming people’s Bath museums describes how three us how visits to heritage sites can be background in education, many do not. what we do rather than the WHAT. further professional development, and lives to sector organisations, organisations worked together with the catalyst for exciting learning and All are crucial in ensuring that museums meet the expectations of employers. Next steps national agencies, funders and the aim of creating long-term skills development back at school are engaged with their communities Harnessing the “GEM ethos” to the Based on the success of the pilot, we government; community engagement partnerships. whether through creative, imaginative and improving the education, health delivery of the course to reduce costs now plan to deliver the foundation • influence sector organisations to Increasing access to law-related building or detailed, historical and well-being of the general public. course at least annually. deliver excellent learning and heritage sites demonstrates how research. was also a challenge. participation for their visitors; partnership working can help smaller We need a highly skilled and respected In 2015, we will pilot some of the Enjoy reading your copy of Case Approach • promote and explain the benefits of sites develop new learning workforce that is inspired, motivated modules which form the intermediate Studies. If you would like to share a A key element of the framework, our learning through heritage which is programmes. and innovative; has the highest level of GEM’s CPD programme. In project or programme, please do Foundation Course: Museum Learning inclusive, sustainable and respectful standard of best professional practice; addition, we will trial a peer-reviewed Museums have often struggled to submit a case study for the November is aimed at those at the beginning of of communities; and puts CPD at its heart. category of professional membership engage students aged 11 to 21. Three 2015 edition. The deadline for their heritage education career • develop creative partnerships with and develop our competency museums share their experiences, submissions is 16 September 2015. GEM’s plans include: whether paid or unpaid. other organisations to share framework. including using digital technology as a • Identifying the core competencies of effective practice in heritage Jo Roberts tool (Digital sketchbooks), working the heritage learning workforce. Dr John Stevenson learning and participation; with teenage museum ambassadors to Director, GEM • research and pioneer innovation in develop discovery packs (Managing a Intended outcomes The outcomes for GEM included: heritage learning and participation; school trip across eight museums) and Learning outcomes for the participants • a better understanding of the needs of • inspire and support the work of Group for Education in Museums involving student interns in delivering on the pilot course (October 2014 to participants; Further information heritage learning practitioners; 54 Balmoral Road, Gillingham sessions to schools (Increasing access February 2015) included understanding: • a way of providing mentoring to [email protected] • provide opportunities for Kent ME7 4PG to law-related heritage sites). • the variety of heritage learning; participants; [email protected] practitioners to develop their Tel/Fax: 01634 853424 • audiences and their learning needs; • a more effective course. practice through networking, [email protected] • how to engage audiences; www.gem.org.uk mentoring and learning together. www.gem.org.uk • learning theory and practice. 2 GEM CASE STUDIES Vol.14 2015 GEM CASE STUDIES Vol.14 2015 3 Gaining real insight into audiences Colin Mulberg Colin Mulberg Consulting Understanding Audiences communicating “soft” data on audiences, to stack against more quantitative information. The visitor Gaining real insight journeys are useful for suggesting future possibilities without the time and expense of commissioning designs or pictorials. into audiences Actual outputs The focus on audiences has placed visitors at the centre of the new museum proposals. This focus has spread into other areas of activity in the museum (for example, planning public education programmes and marketing). The audience profiles have become the central point to record Intended outcomes and store visitor information across the Summary opportunity to plan a new visitor A thorough understanding of our museum and now all visitor research is For the re-development of experience for a wide range of audiences helps the project team, written up and relevant information the Royal Marines Museum audiences, including new galleries, learning team
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