| CODE | LAS2036 | |||||||||
| TITLE | Communication and Learning in Museums, Hands-On Centres and Outdoor Settings | |||||||||
| UM LEVEL | H - Higher Level | |||||||||
| MQF LEVEL | 6 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Centre for the Liberal Arts and Sciences | |||||||||
| DESCRIPTION | The unit focuses on learning and communication in museums, heritage sites, hands-on centres and outdoor settings looking at influential contemporary and historic educational theories in museum, gallery and other out-of-school settings. The unit aims to consolidate the participants’ interests in the field of museum studies and developments in museum education, referred to as Museology. It introduces contemporary issues and practice in museum and gallery education and seeks to relate museum education theory to practice. Participants will be introduced to philosophical, historical, psychological and sociological dimensions of informal sites for education. The unit examines the museum as an educational institution, the historical development of museum education, strategies for teaching and learning from material culture and the formation of museum collections and their diverse audiences. The unit also analyses how other individuals and organisations can work with museums and centres for effective public engagement. Atypical collaborations have seen scientists, ICT experts, scientists, roboticists, artists, puppeteers and other experts work together to create these unique activities in the spaces. The workshops and interactive demonstrations generated are an ideal way to directly engage various audiences. The course will outline various strategies museums and centers have used activities to attract new audiences to these spaces. This unit explores the learning and teaching opportunities that take place in spaces typically defined as places of leisure rather than learning. As the boundaries between formal and informal learning blur alternative sites for learning such as heritage sites (including gardens, zoos and the eco-museum via geo-tourism) have extended their educational remit beyond the pamphlet or guide-book. This unit explores and critically appraises the educational potential of these sites. Learning Outcomes: 1. Knowledge & Understanding By the end of the unit the student will be able to: • explain the difference between informal, non-formal and informal learning; • clearly distinguish between various informal learning settings; • appreciate that museums, hands-on centres and other similar settings are places for learning and not just repositories of artefacts; • relate to the main theories of education in informal settings and apply these to museums and other out-of-school settings; • mention some of the main theorists and figures in this field; • appreciate the historical development of museum education and contemporary practices; • appreciate the learning potential that various sites of cultural heritage in Malta possess; • explain the structures and ideologies that sustain heritage culture within the global context of the 'new tourism'; • analyse how individuals and other organisations have worked with museums and centres for interactive informal education activities; • explain the principles behind organising workshops or events at museums and centres. 2. Skills By the end of the unit the student will be able to: • critically review present views of heritage, culture and history within a global context and to offer an alternative perspective on museum and gallery learning; • develop a critical understanding of the contribution the heritage industry can make to building new cultures and communities; • establish the need for criticality in relation to learning and teaching in informal educational sites; • be able to plan, design and implement an interactive workshop; • design a short informal learning presentation at an exhibit or site of choice. Main Text/s and any supplementary readings: Main Texts - John H. Falk (2013). The Museum Experience Revisited. Walnut Creek, US: Left Coast Press Inc. - John H. Falk & Lynn D. Dierking (2000). Learning from Museums: Visitor Experiences and the Making of Meaning. New York: AltaMira Press. - George E. Hein (1998). Learning in the museum. London: Routledge. - Eilean Hooper-Greenhill (Ed.) The Educational Role of the Museum (2nd ed.) London & New York: Routledge. Supplementary Reading - Richard Louv (2008). Last Child in the Woods. New York: Algonquin Books. - Falk, John H., Dierking, Lynn D., Foutz, Susan (2007) In principle, in practice: museums as learning institutions. London: AltaMira Publishing. - Scott G. Paris (2002). Perspectives on Object-Centered Learning in Museums. London: Lawrence Erlbaum Associates. - Simon Beames, Peter Higgins & Robbie Nicol (2012). Learning Outside the Classroom. London: Routledge. - Mark L. Brake & Emma Weitkamp (Eds.). Introducing Science Communication. Hampshire: Palgrave Macmillian. |
|||||||||
| STUDY-UNIT TYPE | Lecture and Fieldwork | |||||||||
| METHOD OF ASSESSMENT |
|
|||||||||
| LECTURER/S | Edward Duca Edward Mifsud |
|||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
||||||||||