Dear all,
Great to see such an active discussion and so much interest in the use of the GLO/ILFA. Anna Hansen, the Managing Director of Swedish agency NC Kultur (www.nckultur.org) has kindly given me her permission to post her slides on the work they have done to update the GLO/GSO and promote them alongside ‘Heritage Learning Outcomes’ in a number of countries.
The slides are up at http://www.collectionslink.org.uk/blog/2050-heritage-a-creative-learnng-in-scandanavia.
I am sure Anna would welcome further discussion and comment on this approach, and she is very interested to hear about how the overall framework has bedded in in the UK.
With thanks, and best regards,
Nick
Nick Poole
Chief Executive Officer
Collections Trust
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From: List for discussion of issues in museum education in the UK. [mailto:[log in to unmask]] On Behalf Of Rachel Escott
Sent: 09 October 2013 13:10
To: [log in to unmask]
Subject: Re: Generic Learning Outcomes
Hurrah, things seem alive and well for ILFA. Great to see this discussion and all the links and references people have given.
I remember a certain influential person rather looking down her nose at me at the very idea of using the framework. No names, but I was very miffed at the time.
Rachel
On 9 Oct 2013, at 12:55, Jo Reilly <[log in to unmask]> wrote:
They didn’t go out of favour in HLF. I think one can clearly see the influence of ILFA in our outcomes framework:http://www.hlf.org.uk/HowToApply/Pages/Outcomes.aspx
It’s rather dated now but our evaluation of the social impact of Our Heritage and Heritage Grants (by Applejuice also on our website) was based on GLOs.
Jo
Jo Reilly
Head of Participation and Learning
Heritage Lottery Fund
7 Holbein Place, London SW1W 8NR
Direct line: 020 7591 6007 Mobile: 07989 344220
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From: List for discussion of issues in museum education in the UK. [mailto:[log in to unmask]] On Behalf Of Rachel Escott
Sent: 09 October 2013 12:40
To: [log in to unmask]
Subject: Re: Generic Learning Outcomes
I first used the GLO/ ILFA framework when evaluating public engagement with the National Portrait Gallery's Reaching Out, Drawing In exhibitions - back in 2005-2007. I found it a very useful - and human - framework for evaluation, allowing us to measure (even quantify) people's levels of engagement and learning, without imposing heavy jargon on them. I've used them to frame evaluations and audience development plans since. I never quite got why they fell out of favour?
Rachel
w: www.developaudiences.co.uk / e: [log in to unmask] / m: 07752 900 950 / t: 020 7242 5373t: @RachelEEscott / I: http://uk.linkedin.com/in/rachelescott / p: 58 Lambs Conduit Street, London, WC1N 3LW b: www.developaudiences.co.uk/blog
On 9 Oct 2013, at 12:14, Ian Russell <[log in to unmask]> wrote:
I regularly find the iconic GLO diagram wonderfully useful when speaking about informal learning in museums and science centres. Simply because it so clearly represents 'learning' in much broader terms than 'knowledge and understanding' gains.
Ian Russell
Sent from my iPad
On 9 Oct 2013, at 12:02, Essex Havard <[log in to unmask]> wrote:
This is interesting Nick. I’d like to know more about how they have modified them for community (and I assume adult/family) use. NIACE developed the “Recognition and Recording of Progress and Achievement” framework (RARPA) for non-accredited adult/community learning. This is compulsory in England for providers who use government funding to deliver non-accredited learning. It is being advised to be used in Wales. You might want to have a look at it. There will be info on the NIACE website www.niace.org.uk
I have, for some years, been advocating the need to look at the GLOs and RARPA to map relevances between them. Sadly nothing has happened because we can’t find the funding to allow us to do so.
Essex
From: List for discussion of issues in museum education in the UK. [mailto:[log in to unmask]] On Behalf OfNick Poole
Sent: 09 October 2013 09:51
To: [log in to unmask]
Subject: Generic Learning Outcomes
Dear GEMs,
I am currently attending a 3-day museum development event for Norwegian museums, which includes a programme of workshops around learning & education in museums.
Part of the discussion has revealed that several of the Scandanavian communities, particularly Sweden, have adopted the Generic Learning Outcomes (and Generic Social Outcomes) models originally developed in the UK and have adapted them to provide a structured approach to heritage learning in their community.
This prompts me to ask what the status of the GLO’s (and GSO’s) is in the UK today? Are people quietly still using them, and if so, do they connect in any way to the current discussions around cultural education?
I’m not going anywhere specific with this, but having been peripherally involved in the original rollout of the GLO’s I would be interested to know whether they are a thing of the past or an active part of museum learning today and, if the former, whether they have been replaced with anything in particular.
With thanks in advance for any views people are happy to share!
Nick
Nick Poole
Chief Executive Officer
Collections TrustJoin the Collections Trust's Collections Management LinkedIn group - 6000 collections professionals worldwide!
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