Through an overview of the educational and learning contexts of a wide range of Australian and international museums and heritage sites, students will be guided into developing analytical, synthetic and evaluative skills that allow them to observe, assess, design and implement educational exhibitions/programs in museum and heritage settings. Students will also be guided into experiential investigations of local or virtual museum/heritage settings, and contact with professionals in those settings and to examine learning theories, critical pedagogy, audiences, curricula and policies, practices of learning and evaluations of learning in museums and heritage sites. The course will also enable students to consider cases of public contestation which position heritage professionals and museums into the role of learner.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. describe the scope and characteristics of the different types of learning that occurs in museums and heritage sites (on-site and virtually), including early childhood and school learning, adult learning, lifelong learning, family learning, and community learning, and give examples of exemplary exhibitions/programs;
2. evaluate theories of learning relevant to museum and heritage sites and be able to situate those theories within the context of public and school exhibitions/programs;
3. demonstrate the conceptual and analytical skills to engage a variety of audiences in appropriate learning in the museum/heritage context by planning and implementing cost-effective learning/interpretive exhibitions/programs, including with relation to school curricula, open-air sites, indigenous communities, and/or using relevant technologies where appropriate; and
4. identify and analyse the role of heritage professionals and museums as learners.

Research-Led Teaching

Course content is informed by theoretical analysis and interdisciplinary research. This course requires research-led practice. This means that students are required to research and then apply learning theories in discussion and assessment pieces. 

Additional Course Costs

Students are required to have access to broadband to access course information. 

Recommended Resources

Hooper-Greenhill, Eilean. Museums and education: purpose, pedagogy, performance. Oxon & New York: Routledge, 2007. 

Simon, Nina. The Participatory Museum. Santa Cruz: Museum 2.0, 2010. 

Hein, George. Learning in the Museum. Oxfon & New York: Routledge, 2005. 

Falk, John and Lynn Dierking. The Museum Experience. Washington: Whaleback, 1992. 

Falk, John. Identity and the Museum Visitor Experience. California: Left Coast Press, 2009.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	· Course Introduction Theories of learning
2	· Theories of learning (con’d)	Participation/preparation: Download and bring to class ‘Honest History’s Alternative Guide to the Australian War Memorial’
3	Museums and school programmes	Participation/preparation: Prior to attending this class and in addition to the readings (listed below this schedule table), source an example of a school learning programme from: - Your personal and/or working experience - Online - From the table in the reading list in Wattle, under the heading ‘Examples of Learning Activities’ Then come to class, ready to speak to your analysis of your chosen learning programme. Your analysis should be informed by one or more theories of learning. NB: This should be a different learning programme than you choose for Assessment Task 3 (Analysis of a learning programme)
4	Life-Long Learning Art & Alzheimer’s
5	Teaching for Human Rights
6	Evaluation of museum programmes · Class oral presentations (assessment task 2) · Class exercise: Discussion re Assessment Task 3	Participation: In preparation for Assessment Task 3, all students, by week 6, are required to have observed/participated in a learning programme and to have made notes of their observations. Please bring these to class this week for discussion.
7	Community Learning
8	Silent Pedagogy
9	Cultural Interface Theory
10	The role of empathy
11	War museums and the learning environment.
12	The Ladder of Heritage Interpretation

Assessment Summary

Assessment task	Value	Learning Outcomes
Online introduction and discussion regarding two site visits: heritage and alternative cultural site	10 %	1, 2, 3, 4
Oral presentation	15 %	4
Analysis of education programme	25 %	1, 2, 3
Learning activity plan	50 %	1, 2, 3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Online introduction and discussion regarding two site visits: heritage and alternative cultural site

Online students are required to introduce themselves to each other via the online discussion forum via Wattle and then provide written input comprising their analysis of their experiences at the following two sites. Students are encouraged to give feedback/responses to their online peers. NB: Students may choose digital/online equivalent experiences if preferred.

Site visit 1: heritage tour

Students are required to participate in a guided tour of a heritage site of their choice. The guided tour may be conducted in person by a tour guide or may be in the form of digital technology- a specific targeted app, for example. Students are required to analyse this in terms of learning and identify which education theory/ies best support the description/explanation of the educational experience.

 

Site visit 2: alternative cultural site

Students are required to visit a leisure site/cultural activity that is not related to a museum, gallery, library or heritage site. Students are required to analyse this experience in terms of audiences/visitors and with an understanding of silent pedagogy. The readings under the heading of ‘Audiences’ in the course reading list will be relevant here. These references apply to museums and so students will be required to apply the principles in these references to this alternative culture site/public leisure activity of their choice. In-class students will be attending a race meeting. Online students may choose to do the same in their own time and near your own place of residence if that suits you or you may wish to choose another site.  Students are advised to liaise with the course convenor regarding their choice of site in order to ensure that it meets the aims of this component of the course.

Rubric

	HD [80-100] Work of exceptional quality, which dem	D [70-79] Work of superior quality, which demonst	CR [60-69] Work of good quality, which displays a	P [50-59] Work of satisfactory quality, which dis	N [0-49] Work which is incomplete or displays an
Criterion 1 Length of overall submission
Criterion 2 Description of tour/event/learning experience
Criterion 3 Critical reflection/ consideration of issues relevant to the described events.
Criterion 4 Reference to theory or authors’ work.

Assessment Task 2

Oral presentation

Students, individually, are to prepare and present a five-minute oral presentation in class. The subject of the oral presentation is the student’s feedback on an aspect of a museum or heritage site that is an area of concern. It could be that an important aspect of history is absent/invisible or it could be that something that is on display is not represented appropriately or perhaps should not be shown at all. It could relate to your perception that a museum or heritage site has failed in its social responsibility. Students should target their presentation to museum/heritage site management. This assessment task is an opportunity for you to demonstrate your understanding that museum professionals are not always experts and that sometimes they need to learn. It is also an opportunity for you to create a learning experience for a museum/heritage site manager.

Rubric

	HD [80-100] Work of exceptional quality, which dem	D [70-79] Work of superior quality, which demonst	CR [60-69] Work of good quality, which displays a	P [50-59] Work of satisfactory quality, which dis	N [0-49] Work which is incomplete or displays an
Criterion 1 Content that clearly relates ideas that are relevant to the chosen topic and are supported by critical literature as well as an understanding of the diversity of visitors/audiences.
Criterion 2 Coherence and organisation – ideas are developed, organised, with use of examples
Criterion 3 Speaking skills: ·  clarity ·  articulation ·  audibility ·  pacing ·  polish ·  confidence
Criterion 4 Length of presentation: adherence to time limit

Assessment Task 3

Analysis of education programme

Write a critical evaluation of a learning activity that you have observed. Please note that this must be a learning activity that you have chosen and sourced yourself. Do not use an in-class field trip as a basis for this task. Instead, organise your own visit to a museum or heritage site and observe a learning activity. It can be targeted at adults or children. 

The aim of the task is to apply your understanding of relevant topics in this course to your choice of learning activity. Your analysis should be research-driven and informed by relevant theories. You may also wish to source any support materials produced by the organisation that runs the activity in order to inform your discussion.

Rubric

	HD [80-100] Work of exceptional quality, which dem	D [70-79] Work of superior quality, which demonst	CR [60-69] Work of good quality, which displays a	P [50-59] Work of satisfactory quality, which dis	N [0-49] Work which is incomplete or displays an
Criterion 1 Description of learning experience
Criterion 2 Discussion of visitor/learner engagement
Criterion 3 Evidence of critical analysis, including reference to theory and evidence of research
Criterion 4 Written skills: structure, ease of flow, good expression, spelling, grammar, punctuation

Assessment Task 4

Learning activity plan

You are asked to develop an extensive plan for a learning activity at a museum or heritage site. The learning activity may be planned to occur within a school-based program, as an interpretive activity at a heritage site, as a public program (stand-alone or attached to a permanent or temporary exhibition), or as a web-based activity, and may be in the appropriate format (printed, web-based, face-to-face, podcast, video etc). The plan should provide a rationale, scope, target audience(s), staffing requirements, resource requirements, approximate costs, lifespan etc. You should also provide a mock-up or description of a pilot, as appropriate. The expectation would be for a plan of 3000 words or an equivalent in other formats. 

Rubric

	HD [80-100] Work of exceptional quality, which dem	D [70-79] Work of superior quality, which demonst	CR [60-69] Work of good quality, which displays a	P [50-59] Work of satisfactory quality, which dis	N [0-49] Work which is incomplete or displays an
Criterion 1 Overall rationale, scope of project – comprehensive and clearly stated
Criterion 2 Evidence of independent and research-led critical thinking
Criterion 3 Demonstrates understanding of target and suitability of audience(s), social responsibility.
Criterion 4 Feasibility: costs, lifespan of project.
Criterion 5 Mock-up or description of a pilot

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

All work is returned via Wattle

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

No resubmissions

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students