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. 

Field Trips

Two field trips are planned and everyone is expected to attend.

Required Resources

Students are required to have internet connection to access course information.

Recommended Resources

Some example texts that are relevant to this course of study:

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, or to groups and individuals.

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	Site Visit 1
2	Introduction to Learning
3	Curriculum and Policies
4	Theories of learning
5	Heritage Interpretation
6	User Centred Design
7	Constructivism and Critical Pedagogy
8	Site Visit 2
9	Silent Pedagogy
10	Emotion in Learning
11	Object Centred Learning
12	Evaluation Methodologies

Assessment Summary

Assessment task	Value	Learning Outcomes
Summaries of 5 Pre-Readings	25 %	1, 2, 3
Oral presentation analysis of education programme or learning activity	25 %	1, 2, 3, 4
Design a Learning Activity	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

Summaries of 5 Pre-Readings

Instructions:

Read/view the pre-readings/materials for each session prior to the course. Provide key text summaries of 300 words for each reading (total 1500 words). This exercise will also assist you in class discussions. The primary aim is to inspire critical engagement with readings and class discussion and provide preparation before the course begins.

Length:

1500 words total allowing 300 words for each summary (5 summaries)

Purpose:

To allow you to engage with the reading and preparatory materials

To allow you to discuss topics in class and ask insightful questions.

To demonstrate that you have understood and critically responded to key concepts presented.

Rubric

Demonstrates ability to create summaries which capture key ideas and questions relevant to the topic.
Demonstrates ability to recognise and succinctly analyse topics relevant to the course
Quality of written communication
Ability to engage in thoughtful and informed analysis

Assessment Task 2

Oral presentation analysis of education programme or learning activity

Present a critical evaluation of a learning activity that you have observed either one that you have chosen yourself or choose one of the in-class field trips. 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 must relate to at least three of the course topics including the theoretical perspectives topic. Your analysis should be research-driven and informed by relevant theories. You may also wish to provide any support materials produced by the organisation that runs the activity in order to inform your discussion.

Submit your presentation slides and provide a written summary of your presentation or your speaking notes up to 1000 words. Make sure these texts are referenced and all concepts and theories are defined.

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 3

Design a Learning Activity

Task Description:

You are asked to design a 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 be written in plain English and the style as per a report. Include an aim, target audience(s), scope of activity, staffing requirements, resource requirements, list of items that will require costing (you don’t have to cost your activity), lifespan etc. You should also provide a description of a pilot, as appropriate. Include a low-cost plan to evaluate the success of the activity.

Length:

3000 words

Purpose:

To provide students with an opportunity to research an area of interest within the context of institutional, political and other critical issues faced by museums and heritage practitioners, and to demonstrate their capacity to present that research in a well-written format following plain English conventions of style, referencing etc.

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 aim and scope of project –clearly described and with sufficient detail for the reader to understand the activity.
Criterion 2 Critical thinking; Evidence-Based and Independent Thinking will attract a higher grade.
Criterion 3 Demonstrates understanding of target audience and suitability of activity to the audience(s), also addressing ideas of social responsibility eg, human rights, inclusion, etc.
Criterion 4 Feasibility: provide a costing list, estimated lifespan of project.
Criterion 5 Communication of concept via 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

Policy regarding late submission is detailed below:

• 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.

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