Victoria Ateca-Amestoy, Victor Ginsburgh, Isidoro Mazza, John O'Hagan, Juan Prieto-Rodriguez (2017): Enhancing Participation in the Arts in the EU. Challenges and Methods. In this book, participation in the arts is analysed as a substantial contributory factor to European citizenship, and also as a tool for improving individual and societal wellbeing through educational and inclusive policies. It offers an up-to-date overview of ongoing research on the measurement and analysis of, and prospects for, traditional and new forms of cultural engagement in Europe. It describes and assesses available methods and participation in the arts and seeks to determine how and to what extent the various drivers, policies and barriers matter. This publication is the final output of the work done by the members of the EU Project “Assessing effective tools to enhance cultural participation,” which brought together social scientists and cultural practitioners in joint projects, conferences and seminars, to reflect on the current situation and the challenges faced by managers of cultural and arts institutions and cultural policy makers.
Finnish Association for Museum Education Peedali (2016):New Approaches NOW – From Museum Education to Audience Engagement. The publication presents relevant themes discussed during the international seminar of the same name held in Helsinki, Finland in May 2015. It contains a collection of solutions and ideas on audiences and audience engagement as it is shifting from the "traditional" matter of museum education to the museum as a whole in response to new societal demands. The authors of this publication come from the USA, the UK, Ireland, Sweden and Finland. Additionally, the publication contains case studies of the museums that received the Peedali Annual Award in Museum Pedagogy between 2006 and 2014 for inspiration in audience development.
Jo-Anne Sunderland Bowe (2016): The Creative Museum - Analysis of best practices from Europe. The case studies presented in the publication were collected from Croatia, Finland, France, Ireland, Italy, the Netherlands, Norway and the UK. They represent a range of ways in which museums are creative or offer room for creativity. The different examples of ways museums let their visitors engange and learn were divided into 5 categories: Workshops/projects/one-off events, Dedicated Spaces, Co-curated exhibitions/partnerships/collaborations, re-mixing the museum, "permission free". Explanations of key terms help understand the summaries of the over 30 cases presented in the study for inspiration. The collection of best practices came to be as part of the strategic partnership "The Creative Museum", running from 2014-2017.
NEMO (2016): Revisiting the educational value of museums: Connecting to Audiences: The publication documents NEMO’s 23rd Annual Conference in Pilsen, Czech Republic, and invites readers to take a step back and look at the developments of the field of education in museums, particularly with regard to a wide diversification of audiences. Examples from countries with different educational traditions, among them from Czech Republic, the Nordic and Baltic countries, Poland and Portugal, show that museums are developing from information disseminators to more inclusive environments fostering and supporting intercultural dialogue, participation and empowerment. Perspectives of colleagues from museum networks beyond Europe extend the views and emphasise the common thread of a social dimension included in educational programmes.
Whitney Museum of American Art/Danielle Linzer and Mary Ellen Munley (2015): Room to Rise. The lasting impact of intensive teen programs in art museums: A group of four museums in the United States, the Whitney Museum of American Art, Walker Art Center, Contempoary Arts Museum Houston and the Museum of Contemporary Art, Los Angeles, used their different programmes for teens as a base for a study on their long-term effects. It looks at the benefits for teen participants, their peers and environment, the museums and the community and what this can mean for museum practice. The report includes several detailed examples, short and long term effects, personal and societal experiences and gains.
KnowledgeWorks (December 2015): The Future of Learning: Education in the Era of Partners in Code. This forecast is a response to the developments in society, economy and the digital realms, which also affect education. The publication asks many thought-provoking questions and leaves room for thoughts and ideas. It asks: "What might we discover if we let ourselves imagine new possibilities for the future of learning?" And goes on that the "forecast explores provocations at the intersection of three impact layers – people, structures, and society – and five drivers of change. Where the drivers of change meet the impact layers, provocations suggest possibilities for what learning could look like in ten years." Readers are invited to explore the possibilities and consider their own role in learning. The forecast is available for download or to order via the link provided.
European Commission, Directorate General for Employment, Social Affairs and Inclusion (July 2015): An in-depth analysis of adult learning policies and their effectiveness in Europe. This report shows that adult learning has many benefits - such as improved health and well being, improved engagement in community and a number of other strengths. However, too few adults engage in learning. It points out that in order to improve adult learning it is necessary to recognise non-formal and informal learning and to engage different groups and organisations in community which are not the usual learning providers. Museums and archives are not explicitly identified, but of course cultural heritage organisations have an important part to play here.
NEMO (2015): Museums' 4 Values - Values 4 Museums. Museums play an essential role in European life. In the publication Museums' 4 Values - Values 4 Museums the Network of European Museum Organisations (NEMO) presents four core values museums preserve and disseminate on behalf of society. The important role of museums in the creation of knowledge and lifelong learning, their impact on communities and their contribution to the economic sector, all of which are stemmed from their vast collections, are emphasised in this publication. These four values are highlighted through examples of museum projects from 22 European countries. The presented exemplary museum projects differ greatly in terms of geography, structure and theme, but emphasise how museums serve their visitors, in particular, and society in general.
Nordic associations of museum education (NAME) / Tine Seligmann and Dorthe Godsk Larsen (editors) (2015): Nordic Inspiration - Fresh Approaches to Museum Learning. The publication was created by five national museum associations of museum education and communication professionals from Denmark, Finland, Sweden, Iceland and Norway. It presents a selection of projects from these regions that have been recognised on the national and international level. "The publication aims to inspire museum professionals and other educational staff in museums and similar cultural (heritage) institutions which are striving to engage their audiences." The diverse projects are presented in four categories: Audience Development, Community & Collaboration, Schools & Education and Museum Development. Depicting the active and theoretical work of museum professionals in the Nordic regions in great detail to support others in acting similarly. The publication was supported by the Nordic Culture Point.
United Nations Educational, Scientific and Cultural Organization and UNESCO Bangkok Office (2015): Learning with Intangible Heritage for a Sustainable Future. Guidelines for Educators in the Asia-Pacific Region. This guide is meant for teacher educators and teachers with an understanding of the concept of intangible cultural heritage (ICH) and explains why ICH should be integrated into the curriculum, teaching and learning practices in tandem with the principles and perspectives of Education for Sustainable Development (ESD). It provides illustrative examples of how the teaching and learning of ICH for sustainable development has been creatively incorporated into several disciplines and suggests steps for preparing and assessing lesson plans. UNESCO developed this guide based on the results of pilot projects conducted in four countries in the Asia-Pacific region, where participants developed locally-customized guidelines and materials for the incorporation of ICH elements and ESD principles into teaching and learning in schools.
The Nordic Centre of Heritage Learning and Creativity (NCK) (2015): Comparative Report on learning and pedagogy in Nordic and Baltic museums in 2015. From 2011 until 2014 379 museum directors of museums in Sweden, Finland, Norway, Denmark, and the Baltic countries answered a survey on learning and pedagogy in their institutions (both, municipality and state museums participated in the survey). Estonia, Latvia and Lithuania were treated as one entity - the Baltic countries - to allow for better comparison due to lower response rates from Estonia and Latvia.
The comparative analysis of the provided answers shows how different 'learning' can be understood and how its meaning for the museums varies. It compares the focus points of museums in the Nordic and Baltic regions on learning activities and target groups.
Among other topics the study also discusses the educational background of pedagogic staff members.
Overall a better understanding of the status of learning at Nordic and Baltic museums was gained.
The full questionnaire can be found in the appendix of the report and might serve as a base for further comparisons and a basic self-assessment.
Tartu Art Museum (2014): Is This The Museum We Wanted? A site- and context-specific project of the same name was conducted at the Tartu Art Museum in Estonia. The approach towards the project is documented in this publication, which offers numerous questions that museums, exhibition developers and educational institutions can ask along the way when creating new exhibitions. Some questions are very specific towards the project, still the publication conveys a general idea of questions to ask and steps to take as well as perspectives to take. Most of the questions appear provocative, which resulted in a well thought through exhibtion and might be a stumbling block for others and their projects.
American Alliance of Museums / Center for the Future of Museums (2014): Building the future of education - Museums and the learning ecosystems. This report discusses the connection between education, learning and museums and takes a look at new innovative practices, ideas and approaches in (museum) learning. What is the future of education and what role can/do museums play? Partnerships, collaborations and engagement are some of the keywords for new programmes as well as events, choices and trends. This look at learning in museums offers different point-of-views on the different influences to learning. Essays by educators, students, researchers and reformers explore how leaders from the worlds of education and museums can work together to integrate the nation's assets into a Vibrant Learning Grid.
Kris Wtterlund (2013): If You Can't See It, Don't Say It - A New Approach to Interpretive Writing. Kris Wetterlund, founder and current Editor of Museum-Ed, provides a guide to interpretive writing about art for museum educators. It includes practical approaches to provoke visitors to revelations about the works of art in museum galleries. The first rule of writing about art, whether you're writing a gallery label, an audio script or copy for a Web site, is: If you can't see it, don't say it. Never write about what the reader cannot see. At first this might seem too restrictive, but give it some thought. You'd be surprised what can be seen after all.
Jakoba Srami González / Nordic Center for Heritage and Learning (NCK) (2012): Trends in Practical Heritage Learning. The area of interception between heritage, learning and development has been of special interest to The Nordic Centre of Heritage Learning & Creativity (NCK). NCK has been promoting the developmental value of heritage and the learning generated at the heritage institutions, which also resulted in a framework based on the conceptualisation of heritage learning as a potential mean for development. It serves as a support tool for heritage institutions in designing and implementing a learning offer that considers the achievement of specific objectives at an individual, community and societal level. This study is about creating an overview of the field that is of interest to NCK and capturing the trends among cultural heritage institutions throughout Europe regarding the learning and social development functions they perform.
Kirsten Gibbs, Margherita Sani and Jane Thompson (editors) (2012): Lifelong Learning in Museums - A European Handbook. This handbook grows out of the two-year project Lifelong Museum Learning (LLML), funded by the European Commission between October 2004 and December 2006. The project generated great Europe-wide interest in the newly growing and developing role of museums as places for lifelong learning, social change and intercultural dialogue. Thus, following the results of the project, the goal was to share them with a greater audience by creating a handbook that reflected the different voices and perspectives on lifelong learning in museums in Europe.
The handbook is available in Armenian, English, German, Italian, Latvian, Polish, and Russian.
Kate Bellamy & Carry Oppenheim (editors) // Institute for Public Policy Research UK // National Museum Director's Conference (2009): Learning to Live - Museums, young people and education document. This collection of essays, authored by prominent and expert figures from the worlds of culture and education, addresses key questions about the role of museums and other institutes of material culture in young people's wellbeing and learning. The aim in bringing their thinking together was to explore what museums, working with policymakers and delivery bodies such as schools, can and should be doing, both within and beyond the classroom, to inspire learning and creativity among all young people. The chapters in this book are drawn closely from the authors' own personal experiences, whether as curators, educators, politicians or funders, and they reveal how museums can and do make a difference to young people’s lives.
The User Survey 2012 is part of a three-year project period from 2012 and 2014. The aim is to focus on how museums can provide a framework for social learning spaces and knowledge producing-processes.
Published by NIACE in May 2012. An analysis of the effect of adult learning on different domains in life. This paper works towards providing the evidence needed to support the case for protecting adult learning and illustrates the true impact of the policy of investing in community learning. The impact that adult learning has on four different areas in life is assessed and using a new alternative valuation method, monetary values are attached to the impacts of adult learning on these four domains. Free download
Published: 2009 by GORDON, Jean; HALASZ, Gabor, KRYWCZYK, Magdalena, u.a. commissioned by the European Commission's Directorate - General for Education and Culture. The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the EU. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.
Published: 2011. The Nordic Centre of Heritage Learning (NCK) recently published a report from our annual Spring conference. It is called Kreativitet och mångfald. Kulturarvspedagogik för ett nytt decennium. Rapport från NCK:s vårkonferens 2011 [Creativity and Diversity. Heritage Learning for a New Decade. Report from the NCK Spring Conference, 2011] Sara Grut and Sofia Kling (eds), NCK: Östersund 2011. Contributors include for example Paolo Federighi, Anne Bamford and Helene Illeris.
Published: 2011. The Cultural Learning Alliance (CLA) has published key findings demonstrating the impact of cultural learning on the lives of children and young people. Amongst the findings, based on a review of all available large-scale English language data including from the US, funded by the Paul Hamlyn Foundation, are: Learning through arts and culture improves attainment in all subjects; Participation in structured arts activities increases cognitive abilities; Students from low-income families who take part in arts activities at school are three times more likely to get a degree; The employability of students who study arts subjects is higher and they are more likely to stay in employment; Students who engage in the arts at school are twice as likely to volunteer and are 20% more likely to vote as young adults.
The overlooked potential of learning through cultural engagement - (2011) Author: Henrik Zipsane, PASCAL Observatory 2011.
Published: 2011 by Henrik Zipsane. In this paper the empirical material has been collected by the cultural sector in Europe itself. This is important as the sector has the unique competence to look beyond the trivial images of cultural engagement. The task is to find examples which, in an illustrative way, could show the extraordinary potential of learning through cultural engagement.
Building Learning Communities - (2010) Building Learning Communities identifies how the informal adult learning opportunities available from museums, libraries and archives can support communities through these difficult times. Qualifications are, of course, important but so too are confidence and self-esteem. There is a need to lift spirits and build self-reliance. Edited by MLA/Local Government Association.
Understanding museum learning from the visitors' perspective
Last Updated: 16 April 2010. Lynda Kelly's doctoral thesis investigated the question about interrelationships between adult visitors' views of learning and their learning experiences at a museum.
Families, Learning and Culture. Inspiring families through museums, libraries and archives
Published: 2008. By Lamb, Penny. The Museums, Libraries and Archives Council (MLA) has commissioned this joint NIACE /MLA publication to support the development of effective family learning provision in museums, libraries and archives. It is aimed at managers and practitioners in museums, libraries and archives and family learning services, whether funded through local authorities or the voluntary sector, to support collaboration and partnership in a rapidly changing environment.
Culture Shock: Tolerance, Respect, Understanding - and Museums
Published: 2006 by CLMG - Campaign for Learning through Museums and Galleries. This report raises the tricky issues of how to define (or create) a sense of belonging; what do we mean by communities when we're talking about culture; how do we get those communities to understand each other; and how do we bend the parallel lines of different cultures in order to bring them together?
Opening up Spaces. Bringing new people into museums, libraries and archives by supporting self-organised learning
Published: 2010. By Museums Libraries and Archives Council.
Published: 2012. Being convinced that heritage learning activities are useful for society is one thing; being able to prove it is something quite different. In addition, being able to formulate this in a way that makes heritage learning relevant to political decision-makers and other interested parties is a third, even more important and more challenging task. How do we explain - in a language that politicians, officials, visitors and financiers can understand - that the cultural heritage sector has important, socially-relevant things to contribute? What language should we use? How can the cultural heritage sector take its place as one of society's most relevant producers of non-formal learning? The purpose of these guidelines is to demonstrate a way of achieving this [...] with the help of a number of tools and models, educational activities at archives and museums will be described and opened up to analysis.
How museums, libraries and archives contribute to lifelong learning
Published: 2009 by INNOCENT, Natasha. This paper sets out how museums, libraries and archives contribute to lifelong learning and calls for their collections, spaces and learning programmes to be integrated into a new joined-up framework that connects formal and informal learning providers. The paper also poses questions for museums, libraries and archives themselves - what more could they do to embrace the opportunities now available to work in partnership with others and support integration to happen.
ImagineNation: The Case for Cultural Learning
Published: 2011. ImagineNation includes key statistics, facts, quotes and evidence which you can use to make your own arguments to colleagues and policy makers across the learning and cultural worlds. The Cultural Learning Alliance (CLA) believes that the arts and heritage have the power to transform young people's lives. This document sets out how, and why. In it CLA argues that the knowledge, skills and experience made possible by the performing and visual arts, by museums, libraries, archives, and by heritage organisations are essential to young people's development.
Iniva Creative Learning
The site hosts a range of art focused learning resources for use by teachers, counsellors, therapists and parents who are seeking new ways of supporting young and vulnerable people to make sense of their lives, experiences and emotions. As well as Iniva's highly successful Emotional Learning Cards, the site includes a series of free downloadable resources for use in workshops, and a blog.
Online community that strives to support knowledge-sharing, collaboration and innovation among diverse professionals in the field of informal science education and learning. The site is evolving from its roots as an online repository of information about research and evaluation in informal learning into a knowledge network that is built around people, projects and ideas. Users can create member profiles that are automatically linked to their publications, projects and evaluation reports in the database; access and contribute informal learning research references; share project impact and evaluation findings with the community; and create or update project pages to showcase the work and people behind the projects.
Inspiring Learning is a self-help improvement framework for museums, libraries and archives.
Interplay. Inspiring Wonder, Discovery, and Learning through Interdisciplinary Museum-Community Partnerships
This report explores the impact and implications for a cultural institution that wants to implement what research teaches us about how people learn, specifically in this case, children, older students, and young adults. Learn about the origins of the Roundtable program and explore case studies of community partnerships in this new 124-page Museum publication. Hard copies of Interplay are now available from the Museum Store, or download PDF of full publication here. (3.5MB)
Denver Art Museum 2013. "New Insights on Developing Dynamic Museum Experiences for the Whole Family". Read about the development of 15 installed family experiences that focus on play and building connections to art objects. This two-year project, generously funded by the Institute of Museum and Library Services, focused on families with young children. The report details the DAM's findings, including what we learned about successfully programming for the whole family. Find resources for family activity development, evaluation techniques, and reflections on meeting the needs of kids and their grownups during their museum visits.
Published: 2008 by WILSON, Peter for the DILLMULI Project Team. The report describes how the project developed an exhibition, a film, postcards and brochures, a toolkit and a website, together with an evaluation of these outcomes. The outcomes of the project explore the impact of learning projects in museums and libraries. DILLMULI identifies how cultural institutions can play a role in society by providing a learning environment that can have an influence on people's lives.
Learning Bridges - Toward Participatory Learning Environments
Published on Nov. 2009 by CICERO Learning, University of Helsinki. This book is an outcome of the research project Learning Bridges: Learning and Teaching at the Intersection of Formal and Informal Learning Environments, funded by the Finnish Ministry of Education and Culture. The main aim of the project was to improve the quality of learning environments by developing new kinds of supporting bridges among formal, non-formal and informal learning environments. Special attention was paid to examining and developing the learning environments provided by comprehensive schools, museums, and libraries.
Learning in Galleries
Published: 2006. This is the first in a series of briefing notes about how gallery education is addressing key issues in current arts and education policy.
Last Updated: 15 October 2011. This keynote paper, presented at the Open and Learning Museum Conference, Tampere, Finland, 12 October 2011, unpacks what learning looks like for museums in the 21st century. Web 2.0, social media and mobile technologies are one of the defining issues for museums in the twenty-first century. Museums now need to operate across three spheres: their physical site; the online world (via websites and social media) and in the mobile space. What this means for how we engage our audiences in future is only beginning to be understood by museums across the world. Given the rapid pace of change, access to new tools for learning and the subsequent focus on digital literacy, how will museum visitors learn across these three spheres? Drawing on latest research this paper will identify the key trends around learning in museums, and discuss what these mean for museum practice, not only in the education and interpretive fields, but across the entire organisation.
GEM is for everyone interested in learning through museums and heritage. GEM is based in the UK with a membership from around the world.
The collection of essays deals with the role museums and other material institutions play for the well-being and learning of young people. The 18 authors provide their takes on different areas of learning in and with the museum, drawing from their personal experiences.
LEM Report 8: Learning Facilities and Learning Spaces in Museums - (2013) Edited by Ann Nicholls and Margherita Sani.
LEM Report 2: Heritage and the Ageing Population - (2013) The report was compiled by Sara Grut at the Nordic Centre of Heritage Learning and Creativity and edited by Ann Nicholls, Manuela Pereira and Margherita Sani
Lifelong Learning and Well-being
Published: 2009 by MATRIX KNOWLEDGE GROUP. This paper addresses the question of how far learning can contribute to improving well-being. It studies the impact on a person's well-being of engaging in lifelong learning, and uses this relationship to estimate the economic value of lifelong learning.
Learning Revolution: Festival of Learning
Published: 2010. Museums, Libraries and Archives Council regional festival evaluation addresses key findings and the impact of museums, library and archive led learning activities.
Lifelong learning in Europe Journal is a trans-European organisation dedicated to the advancement of adult education, lifelong learning, intercultural collaboration and best practice research. It is a forum for ideas and experiences in adult and continuing education and comes out four times a year.
Published: 2009. First International Conference on Museums in Education. The Training of Educators, celebrated on the 9-11 April 2008 in the Museum Thyssen-Bornemisza of Madrid. The conference minutes (474 pages) shown the conference presentations, communications, workshops and discussions. In English and Spanish.
Museum and Libraries as Learning Environments on LLinE 2/2011
The latest issue of Lifelong Learning in Europe magazine focuses on museums and libraries as learning environments. It offers a collection of contributions from this world: the world of art galleries and historical and cultural museums, and libraries. Practically all of the articles, although written in different corners of the continent, spontaneously display the same recurring themes: multi-professional cooperation as a way of expanding access to services, the need to entice new audiences and the desire to encourage these audiences to be active agents in their own learning.
Museums as Learning Spaces
SHARE Museums East, UK, January 2012. A booklet sharing the impact of the Museums as Learning Spaces programme. This programme supports small museums in the East of England to develop learning opportunities.
Museum-Ed is a virtual community where museum educators and anyone interested in museum education may ask questions and immediately pursue solutions, exchange ideas, explore current issues, share resources, think about their work, and find inspiration for new directions.
Published by the AAM's Center for the Future of Museums. This paper provides an overview of educational innovation in a broad cross section of U.S. museums, citing selected examples and reviews some ways in which museums are helping learners develop the core skills of critical thinking, synthesizing information, ability to innovate and think creatively, and collaboration.
Reseacher Bruno Ingemann from the University of Roskilde has published the book: "Present on Site: Transforming exhibitions and museums" on experience and learning processes in exhibitions.
"We are more! The overlooked potential of learning through cultural engagement" is a study conducted by Henrik Zipsane in 2011.
Pop-Up Museum (Video from 2011)
An innovative scheme to bring museums to the people, as they go about their daily business. Staff, artists and curators can interact with the public and the real museum objects on display; including stuffed animals, dinosaur footprints and fossils. Together with Leeds Museums and Galleries, Stretch launched its 'pop-up' museum in the Merrion Centre located in the middle of Leeds - just half a mile from the city museum - which has had over 200,000 visitors a week.
Published: 2011. This briefing paper provides a short overview on how adult learning provides outcomes that support and add value to a variety of local priorities as well as being of intrinsic value in its own right. It contains examples gathered through case studies and through using a Social Return on Investment approach. It has been produced by the National Institute of Adult Continuing Education (NIACE) on behalf of the Local Government Group for UK cabinet members, elected members and directors of economic development.
Published: 2011. This document summarizes the key papers produced by the Working Group Education and Learning of the Civil Society Platform "Access to Culture", which NEMO is a member of, as a result of its collective work in the last 3 years. The aim of the paper is to contribute to a deeper understanding of the impact of cultural engagement in education and lifelong learning, as well as wider dissemination of extraordinary practices and cases that lead to positive outcomes.
Technology Integration in Context-Aware Learning Spaces
A recent dissertation by Teemu H. Laine studies so called context-aware learning spaces (CALSs). CALSs are mobile-based learning environments which utilise contextual resources, such as real world objects, in the learning process. The dissertation presents the development of two technical platforms on which ten CALSs were created in 2007-2011 in co-operation with the Museum of Technology in Helsinki and Lieksa Museum among others. Based on the development experiences, a model and an evaluation tool for technology integration in CALSs is proposed. These results, both practical and theoretical, can be utilised by developers to create CALSs in which technologies have been integrated effectively so that they do not disturb the learner.
Published: Mar 2010 by Kate Pahl, Andy Pollard. This article describes a small-scale research project focused on a small group of families of Pakistani heritage who were interviewed about their possessions and the stories associated with those objects, in order to create an exhibition of intergenerational home objects. It looks at what happens when home objects are placed in a museum exhibition context.
Published: 2009. A Study prepared for the European Commission (Directorate-General for Education and Culture). The report develops the concept of culture-based creativity, stemming from art and cultural productions or activities which nurture innovation, and going beyond artistic achievements or 'creative content' feeding broadband networks, computers and consumer electronic equipments.
The Exploratorium is the Museum of science, art, and human perception of San Francisco, California. The Exploratorium's Visitor Research and Evaluation Department conducts research on informal learning in the public space of their museum. In addition, they conduct evaluation studies to inform and improve the exhibits and programs developed at the Exploratorium.
This publication was created as part of the Arts and Audiences Programme of Pro Helvetia, the Swiss Arts Council. The Institute for Art Education of the University of Zurich researched on the subject matter of cultural mediation and as a result created this publication. It is intended to be a tool, which cultural mediation practitioners, institutions and funding bodies could use in the course of their daily work to help them place cultural mediation activities in context and assess their quality. It explores key questions in the professional field of cultural mediation, e.g. the function and content of cultural mediation. The guide is available in English, French, Italian and German.