Summary of the MA ENVI seminar

Overall observation that format of seminar enabled a clear focus on learning in museums and participants embraced the opportunity to network and share practice. Using a constructivist approach to the summary, participants were invited to share with the person next to them one thing they had gleaned from the two days and one thing they wanted to explore further.

The presenters highlighted the following key concepts that emerged throughout the seminar.

1.  The learner must be at the centre of the experience…

• need to personalise meaning and perspectives so it links to the learner/visitor understanding        and experiences
• provide opportunity in programs/events for a social and/or collaborative interchange between  participants

2. The learning process needs to be…

• authentic
• inclusive of a range of thinking and learning styles and perspectives
• constructivist in design

3. The changing role of learning in museums and organisations….

• the role is shifting more towards a focus on learning process and audience needs…evaluation informing outcomes

• museum educators now play a key role in exhibition design and how museum knowledge and expertise can be accessed
• the need for a learning culture throughout the organisations
• staff are all learners….

4. The importance of developing partnerships…..

• Emphasis on developing learning programs in partnerships between museum educators, teachers, students and communities

• A constructivist approach was considered important and necessary to establish strong links between school experience and excursion in respect to content, process and the curriculum eg VELS

5.   Evidence of a shift in power relation ships with audiences: addressing the needs of students, families, communities and parents……

• Museums partnering with young people in developing their own inquiry-based learning programs

• Discussion about social media and social networking which is now valued in the museum context- the notion of sharing the learning, understandings and experiences at museums, in the classroom and communities including online eg teachers sharing museum lesson plans
• Collaboration with community groups eg festivals or corporate sector, local government departments  and subject associations

• Evidence of a democratisation of information and how its accessed.

6.   There was a strong focus on learning programs delivered using a range of platforms on site and online

• eg web 2 and 3 tools, loan kits, audio mp3, digital storytelling, machinima, and other multimedia

7.   The need for museum educators to be advocates

• In shaping the national curriculum – a rare opportunity for Museums Australia to have input shaping curriculum
• Within their own organisation regarding:
  • what ‘learning’ is and how it translates into positive visitor engagement,
  • youth culture and ensuring museum staff have a positive attitude to young people (particularly in school groups)

8.   Need to work holistically and collaboratively

• Develop partnerships with and relationships with:
  • schools – particularly with teachers and students to develop programs and support pre & post visit learning
  • communities
  • related sites for ongoing or special events
  • other staff & departments in-house

9.   Use a conceptual approach when programming for learning

Plan around the big ideas rather than the ‘topic’ or objects. Start with questions, not answers.

Chris Nobbs, Education Officer SA Museum
Bronwyn Sugars, Manager, Outreach Education, SA Dept of Education and Children’s Services