This document discusses measuring the outcomes and impact of learning in museums, libraries, and archives. It proposes using a conceptual framework of generic learning outcomes (GLOs) that categorizes learning into knowledge and understanding, skills, attitudes and values, enjoyment/inspiration/creativity, and behavior/progression. Case studies are presented that apply the GLOs to analyze the learning impacts of specific museum visits. While the GLOs provide a systematic way to evidence learning impacts, limitations include whether a broad definition of learning is shared and challenges of data collection.

1. Jocelyn Dodd
Research Centre for Museums and Galleries
School of Museum Studies
University of Leicester
Inspiration, Identity, Learning - capturing evidence of the impact of
museum visits

2. Inspiring Learning

3. Inspiring Learning for All
People Providing more effective learning opportunities
Places Creating inspiring and accessible learning environments
Partnerships Building creative learning partnerships
Policies/ plans/
performance
Placing learning at the heart of the organisation

4. Learning Impact Research Project
(LIRP)
• What is learning in museums, libraries and archives?
• Measuring learning in museums, libraries and archives
• Development of a conceptual framework to measure the outcomes and
impact of learning

5. Life-long learning
• Learning plays an integral part in our everyday lives (Wenger,
1998)
• Learning is as crucial and fundamental as being alive (Claxton,
1999)
• Learning is what we do when we don’t know what to do
(Claxton, 1999)

6. What does learning include?
• Discipline-based (history, science, geography)
• Daily life and how to manage it (hospitals, schools)
• People and places
• Ourselves
• Different domains for learning – all necessary

7. Using prior knowledge and experience
• Build on what we already know
• Use existing knowledge in new situations
• Learn something new
• Bruner’s ‘spiral curriculum’

8. Different levels of attention
The spotlight – tightly focused attention, specific target
The floodlight – open-ended, open-minded, cruising and
browsing

9. Sources for learning: verbal and tacit
Tacit, felt
Verbal,
articulated

10. Gardner’s Multiple Intelligences
• Linguistic
• Logical-mathematical
• Musical
• Spatial
• Bodily kinaesthetic
• Interpersonal
• Intrapersonal
• Naturalistic
• Syntax, semantics
• Number, relationships
• Pitch, rhythm
• Mental visualisation
• Control of body, objects
• Empathetic
• Aware of self
• Classification,
environment

11. Learning as meaning-making
•Learners construct meaning on their own terms
no matter what teachers do. (Richardson,1997:62)
•Constructivist learning theory (Hein, 1998)
•Social constructionism (constructed realities,
perspectival, situated knowing) (Fay, 1996)

12. What is learning?
•Learning includes emotions, attitudes, inspiration, as
well as acquisition of facts.
•Learning is both intentional and unintentional.
•Learning in museums is inspired by and arises from
collections but is not necessarily about the collections.
•A focus on the ‘outcomes and impact of learning’
reveals the dimensions of learning in museums

13. What are we measuring?
•Outcomes and impact of learning
•Not learning processes
•Not learning objectives
•Learning outcomes – the result of learning
•Learning impact – the result of these
outcomes over time, from a broad
perspective

14. Learning in MLA
•Informal, flexible, open-ended sites for learning
•No set or required learning objectives
•No agreed learning outcomes
•Users set own standards and agendas for learning
•But - learning very important to users

15. Learning is a process of active engagement with experience. It
is what people do when they want to make sense of the world.
It may involve the development or deepening of skills,
knowledge, understanding, awareness, values, ideas and
feelings, or an increase in the capacity to reflect. Effective
learning leads to change, development and the desire to learn
more.
MLA Museums, Archives and Libraries Council
Inspiring Learning for All framework

16. Generic Learning Outcomes
Action, behaviour, progression
Skills
Attitudes and values
Enjoyment, inspiration, creativity
Knowledge and Understanding

19. Teachers views of the GLOs
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RR1: 2003 DCMS/DfES1:
2004
RR2: 2005 DCMS/DfES2:
2007
Enjoyment,
Inspiration, Creativity
Know ledge and
Understanding
Attitudes and Values
Action, Behaviour,
Progression
Skills
‘For each of the following potential outcomes from the use of the museum, please could you rate the
importance of each one in your view?’ Teachers ticking ‘very important.’ 3478 teachers 2003-07

20. 4th ( 2006-7) study Strong evidence of powerful learning
outcomes for pupils
99% of teachers felt that it was likely that their pupils had enjoyed the museum
experience
99% thought that new interests had been aroused
97% of teachers thought that their pupils were likely to have been inspired to
learn more
94% of teachers thought it likely that their pupils would have increased their
subject-related understanding
94% of teachers felt it likely that their pupils would feel more positive about
learning generally
94 % Of teachers think their pupils are likely to have developed thinking skills &
89% communication skills
90% of pupils enjoyed their visit & think they have learnt something

23. Was the workhouse so bad?

24. Learning impact
Was the workhouse so bad?
Action, behaviour,
progression
Increased attainment in assessed work
Motivated to learn more – used other sources
Skills Real historical skills, analysing data , making judgements
Attitudes and values Were shocked inmates did not get their own coffin
Enjoyment, inspiration,
creativity
Memorable , inspired them to write at length, emotional
engagement
Knowledge and
Understanding
Understood things in new ways ( not reading)
Different perspectives, complexity

25. Learning outcomes - young people are very positive
0% 20% 40% 60% 80% 100%
I enjoyed today
Working w ith the museum has been very
inspiring for me
I discovered some interesting things
I feel I have a better understanding of the
subject
It w as a good chance to pick up new skills
Using the museum w as a good chance to
learn in new w ays I had not considered
before
I could make sense of most of the things w e
saw and did
I w ould like to do this again
I am now much more interested in the subject
than w hen I started
Community Girls
Community Boys
Pupil Girls
Pupil Boys
KS3, 4 and 5 Pupils, N=3337, Young people and adults (Community), N=391

26. Salford Museums working with refugees and asylum
seekers
“…when the teenagers asked
questions ………… I was very
comfortable because I was
very sure of myself because I
knew the right thing. I am the
person who has seen it all and I
can tell them something.”

27. Learning impact
Nadeem - Salford Museum
Action, behaviour,
progression
Increased confidence
Developed a sense of place (Salford)
Work with other organisations
Catharsis – coming to terms with being a refugee
Future family aspirations – for her son
Skills Computer skills, Language skills , Social skills
Research skills
Attitudes and values Increased self worth
Increased understanding of her new situation
Enjoyment,
inspiration, creativity
Enjoyment and regular commitment
Knowledge and
Understanding
Knowledge & understanding a work place
Knowledge of local history

28. Image and identity
Manchester Art Gallery, V & A and NCH

29. Lisa - Manchester Art Gallery, V & A and NCH

30. Lisa’s social worker
‘It has had a holistic effect. The project has impacted on
her in every way - emotionally, on her mental health,
physically and on her ability to manage situations, it has
really impacted on her in every way’. Lisa has looked and
analysed, and learnt skills which have helped her to
express who she is. This has built her confidence, as for
example when she has confidently talked to large
groups of adults. Her most recent representation of her
identity illustrates a considerable move forward, and
now she is thriving and achieving in every direction; in
school, making friends, doing very well at swimming,
cycling and dancing.

31. Learning impact
Lisa – Image & Identity
Action, behaviour,
progression
Progression – developing her self identity, self
esteem
thriving achieving in other areas of her life
Skills self expression, confidence,
communication skills -talking to adults
Attitudes and values attitude towards herself ,
self perception, self worth
Enjoyment, inspiration,
creativity
enjoying the art gallery
inspired by artists
being creative
Knowledge and
Understanding
of art
understanding herself, of her own identity

32. Strengths of using the GLOs
•Provide common conceptual framework and a systematic approach
to researching museum-based learning and its outcomes
•Provide agreed categories for classifying the statements of
visitors/users
•Enable move from ‘anecdote’ to ‘evidence’.
•Can be used to describe breadth and depth of outcomes of learning
•Can link quantitative and qualitative research

33. Robust evidence
• On the basis of the success of the Learning Impact Research Project ,
RCMG was commissioned by DCMS/ DfES in 2003 to carry out evaluation
research into their Strategic Commissioning Museum Education
Programme. At the same time, RCMG was commissioned by MLA to
research the impact of Renaissance in the Regions funding (central
government funding for regional museums) in 36 regional museums.
• The results of this research, when presented as part of the Museums,
Libraries and Archives Council’s (MLA) submission to the Comprehensive
Spending Review in 2004, was described by DCMS and the Treasury (in
their feedback to MLA) as the ‘most compelling evidence’ which played a
significant part in securing an extra £15 million pounds for the museum
sector.
Keith Nicol DCMS

34. Limitations
• Is learning valued?
• Is a broad definition of learning shared?
• The challenges of data collection
• Impact v process
• Strategic leadership
• Established method v novelty and innovation
• Whole organisational buy in
• Research skills / costs of robust research

35. Research Centre for Museums and Galleries (RCMG)
School of Museum Studies, University of Leicester
Jocelyn Dodd
jad25@le.ac.uk
www.le.ac.uk/museumstudies/research/rcmg