Sunday, May 21, 2017

Tackling Persistent Questions About Learning Frameworks

I feel fortunate to have recently attended InterActivity 2017 in Pasadena and to have a great time. As always, seeing and catching up with colleagues from far and wide renews me. Gathering recollections about the first InterActivity they attended made many personal connections even richer. I was impressed with the courage and imaginations of two museums, The Children’s Museum of Brownsville and Play Africa, in the session, Children’s Museums as Strategies for Children’s Rights. Wandering the pathways in the Kidspace Arroyo Adventure among native plants and tiny lights as darkness set in was magical. And, I learned a new word, adulting, thanks to Henry Schulson.

I was also encouraged that learning frameworks are receiving attention, perhaps even more than in previous years. One session description began with, “The buzz continues about learning frameworks, …” More perspectives on what learning frameworks can be, smaller museums developing learning frameworks, frameworks referenced in discussing play, and frameworks guiding museum research are all indicators that museums are serious about improving their planning and evaluation of learning experiences and deepening their learning value.

At the same time, some basic questions still hover around them. At the conference, I was in group discussions, overheard comments, and was asked questions that I have been thinking about. On reflection, these explicit and tacit questions seem to touch on more than just learning frameworks. They relate to how learning in museums is viewed and how professional practices are sometimes pursued. In the long run, they can limit our thinking and our capacity to increase museums’ value to their audience and community.

These questions focus on 6 areas. They may be ones you and others in your museum also have and want to explore. They may be questions you hear from colleagues for which you wish you had better responses. Or thinking about them just might help move your thinking or produce helpful insights about learning frameworks that will facilitate your work.

Why do we call this a learning framework when it focuses on play? If a museum is all about play and the power of play, this is an obvious source of confusion. At least initially. In following that thought, we need to ask why play is valued in the museum. Is play valued for its own sake or is because of the learning that occurs during children’s play and how it contributes to children’s overall development? True, the relationship between play and learning is not always obvious. In fact, museums, and children’s museums in particular, are working to explore the nature of this relationship and how to convey it to parents and caregivers and to understand it themselves. Another reason a learning framework is called a learning framework is that education, or learning, is, at core, the nature of museums’ value to their communities. In 1992, the American Alliance of Museums’ report, Excellence and Equity, established education as central to museums’ public service.  

While a museum may focus its learning framework on play–or creativity, inquiry, making, or global awareness–those serve as entry points to learning, to thinking about diverse learners, serving as a solid platform for a new initiative, or describing the museum’s learning value.

Do we have to use the word, “pedagogy”? A director of education confided in me that when the CFO hears the word pedagogy, he shrieks with horror. He’s an otherwise normal guy. When I asked for clues about this response, she said that pedagogy sounds academic to him. He may be protesting or making fun of the word; she isn’t sure. Pedagogy, as the theory and practice of education, should not be considered an outrageous or pretentious term to use in talking about a museum’s learning focus, the theories that inform it, and how it encourages learning through its resources and practices. Especially in an institution with learning central to its purpose and education tied to its tax-exempt status. I doubt that saying, fund balance does not elicit screams.

Of course, it is not mandatory to use the word pedagogy. When it’s the right word for your purposes, however, and the best way to refer to the museum’s learning ideas and approaches, use it with confidence. When the howling stops, you can explain what it means and model what listening learn looks like.

Aren’t definitions limiting? Definitions are a vehicle for a group of people to focus, think together, and discuss what something important to them means. Very often, however, we assume that the people we work with mean the same thing we do when we use the same words frequently–play, interactive, creative, global awareness, etc. Without discussion that leads to a shared definition of what something means, how are we to know? Like guiding principles, criteria, and even a mission, definitions make important ideas visible and public for others to consider, ask about, and build on. Rather than a box that confines our thinking, a definition allows use to look into a word or phrase, and glimpse what meanings it may hold. We can revisit it and rethink it based on new information.

Definitions don’t need to be long, technical, or academic. They can brief and in the museum’s own words. But they must be clear and used consistently for communicating among museum staff, with museum supporters, and partners. Months, or years from now, that definition of learning can be revisited and updated.  

Should all areas of the museum be involved in a learning framework? Everyone who works in a museum has a responsibility for visitor safety and security. Likewise, each person is expected to use resources carefully and to align their work with the museum’s strategic plan. Because each person’s work contributes to the museum’s delivering engaging learning experiences for its visitors, perspectives from across the museum–from the bookkeeper and cashier, to the volunteer coordinator, preparator, events coordinator, and receptionist–all help in creating a well-thought out learning framework. Furthermore each person has insights and ideas about the museum’s learning experiences as museum-goers, as learners themselves, from conversations they overhear in the museum, or what they hear from their contacts.

Everyone on the museum staff doesn’t need to be on the learning framework team or deeply involved in developing the framework. At a minimum, everyone should know the museum is developing a framework or has one and should have an opportunity to think with others about how it relates to their own work. Ideally, however, all should be invited to contribute their expertise; and offered a chance to be a sounding board or a reviewer.  
Do we start from scratch for the learning framework? If your museum has a mission (and it probably does), you already have a start on your learning framework. If your museum has a vision, values, and a description of its intended audience, you are on your way to having a learning framework that aligns with your museum’s driving principles. Clues about what else to include in the learning framework can be found in the strategic plan, exhibit plan, MAP (Museum Assessment Project) materials and report. Think about the conversations staff have had about learning, diversity, partners, adult engagement; gather studies and articles that have excited staff and are referenced in discussions. You can look at learning frameworks from other museums too and see how they have addressed learning focus or impact.

All of this informs the learning framework which consolidates important ideas about learning, learners, and learning experiences in your museum. You will likely need to organize, prioritize, and fill some gaps. But you don’t need to start from scratch.

When is a learning framework done? More important than being “done” is having the essential framework parts in place and assuming it will grow and change over time. First and foremost, the framework should reflect the big ideas and ongoing dialogue about the museum’s learning purpose, its learners, and learning experiences. With the main parts in place, a museum can start to use the framework to develop exhibit goals, plan an initiative, or evaluate its camps. Time and actual use provide information for integrating the framework into current museum practices and developing new ones.

Conditions in the museum and its community are guaranteed to change over time. Naturally a museum can’t anticipate everything. The audience may age up or down; engaging parents and caregivers may become a new priority; community initiatives may come on-line; new studies will shed a new light on learning in museums. A framework should be planned for updates that reflect changes and new insights. For instance, as it learns more about learning through its framework, a museum may want to add indicators to its outcomes or develop a research agenda.

Each museum best determines when its learning framework captures the essence of its learning interests and is sufficiently robust and ready to serve as a useful tool for its educational planning and evaluation.

What questions persist for you about learning frameworks?

Sunday, May 7, 2017

InterActivity: 27 Years, 15 Recollections

InterActivity 2014

It’s May, a seasonal start of sorts for museums. May is Museum Month in many cities and states and Thursday May 18th is International Museum Day, celebrated since 1977. It is also the season of museum conferences beginning with ACM’s InterActivty 2017 in Pasadena (May 2-5) and AAM2017 in St Louis (May 7-10).

(Carol Scott (c) and Catherine Horne (r)
ReImagining Children's Museums (2012)
Professional conferences bring us together for what email, Facebook, GTM, Tweets, and Instagram can’t do even with their remarkable immediacy and connectivity: to encounter, engage, and explore, personally and professionally. Seasoned professionals and enthusiastic newcomers travel and meet in a new city where a host museum opens its doors and welcoming arms. We reconnect with colleagues in new positions and at new museums and hear of others whose careers and life journeys have taken them on other paths and to other conferences. Part family gathering, class reunion, and professional development institute, it’s a work party wrapped in a 3-day conversation.
Countless hours of planning by the host museum and ACM’s experienced staff shape a shared identity and build capacity to strengthen our museums and communities. This occurs at an increasingly larger scale with more registrants, exhibitors, and colleagues from more countries every year. In formal sessions, roundtable discussions, casual gatherings, and memorable evening events, we share accomplishments, meet new colleagues, navigate new realities, and learn together.

A platform for field-wide growth, the conference kicks off with the emerging museum conference. It channels fresh ideas to museums such as the Promising Practices awards (1999 – 2005) and host museum training for the (first) Asian Exhibit Initiative (2006). In 2014 participants from the 2013 Museum Study Group Tour to Reggio Emilia shared experiences at a pre-conference, Bringing Reggio Home, in Phoenix. The launch of Reimagining Children’s Museums in Portland in 2012 was followed by a preview of reimaginings in 2013 in Phoenix. Since 2011, representatives from international museums gather annually. Presenting the annual Great Friend to Kids award closes the conference, sending us off reflective, reconnected, and recharged.

Each year’s conversations inevitably conjure up past conferences. I often remember the first InterActivity I attended in 1990 hosted by Chicago Children’s Museum. I think the idea for YMEC (Youth Museum Exhibit Collaborative) started taking shape then as did lasting friendships that came from it. I loved the quirky, “makery”, and creative mail art exhibit. I still remember Karen Dummer, then Executive Director of Minnesota Children’s Museum, wonder out loud whether our museum should house an immunization clinic. The idea seemed outlandish to me at the time. I now realize Karen was 20 years ahead of the rest of us with museums now alert to ways of serving their communities in meaningful ways.

This year I asked friends and colleagues, what continues to stand out for you about your first InterActivity? A seemingly simple question, it elicited powerful impressions of personal relevance, connection, belonging, and gratitude.

Elee Wood (l) and Mary Maher (r) (2017)
Elee Wood, Museum Studies Program, IU School of Liberal Arts. ”My first conference was in 1996, the year it was in St. Paul where I then worked. Mr. Rogers received the Great Friend to Kids award. That was back when ACM was AYM (Association of Youth Museums). As a young professional, I was beyond thrilled to be able to meet all of the ‘big kids’ of the children’s museum field from Brooklyn, Boston, and Indianapolis. Of course it was a fantastic opportunity to meet Fred Rogers and show him around our new museum. That was also the first conference presentation I organized; I think the session title was “For the People, By the People” and centered on community involvement in exhibit planning. I had connected with others who created community-centered exhibitions that included people from the Troppen Junior Museum (Amsterdam), Chicago Children’s Museum, possibly Boston and highlighted the One World gallery at Minnesota Children’s Museum.” 

Collette Michaud, Children’s Museum of Sonoma County. “What I remember from my first InterActivity in 2005 in Indianapolis (IN) was how scared I was because I didn’t know anyone or anything about the children’s museum industry. All I knew was that I had a ridiculous dream of starting a children’s museum in my community and was hoping to learn all I could about how to do it.  What I found at the conference was an incredibly warm and welcoming group of people - mostly women, who selflessly took the time to share with me how they had started their own museums. I realized that they had been like me at one point  - just a person with a dream.  They confirmed that anything was possible. Ten years and as many Interactivity conferences later, I was able to open a museum in my community. I will forever be grateful for the generosity of so many people at that first conference. Their stories and willingness to share have deeply inspired and encouraged me over the years.”   

Julia Bland, Louisiana Children’s Museum. “My first conference was in 1998 in San Jose. I felt so overwhelmed and exhilarated - all mixed together. I probably looked like a reporter - asking questions constantly and taking notes from everyone I met. I moved through the conference days bursting with pride, with full confidence that children's museums were addressing the most important issues of the country!

What I remember from that conference could be said of any one since then - really committed professionals, passionate about their work and its hierarchy in the national ecosystems, explosive creativity (even on the tables as centerpieces), a learning environment that made me wish for cloning, nationally significant speakers (Hillary Clinton accepted the Best Friend to Kids Award) and a lot of really nice people.”

Tsivia Cohen, Chicago Children’s Museum. “My first Interactivity was in 2004 in Houston. Our presentation was called Presto! You’re There! Using Pretend as a Vehicle for Learning. We presented with two other museums, and my colleague Elaine Bentley and I were thrilled to hear how this same concept was being explored in completely different ways. We were in a hotel attached to a shopping mall outside of town. It was extremely hot outside and the only way into the city itself--and the museums--was on busses. I loved getting to see the Children's Museum of Houston as well as the Art Museum. For me the best part of the meeting was the opportunity to chat with colleagues whose roles were similar to my own. The connections I made led to new connections and a sense of a broader community of colleagues.”

Carol Scott, Children’s Museum of the Desert. “I was a new Director of Kidspace which was struggling when I attended my first InterActivity in Indianapolis in 1997. I was overwhelmed by TCM’s grandeur and wondered how I could ever compare what we could do with what Indy was. After more research, I came to realize that their museum was the exception, not the typical model.”

Aaron Goldblatt, Paul Orselli and Jen Alexander (2012)
Photo courtesy of Paul Orselli Workshop
Paul Orselli, Paul Orselli Workshop. “I don’t think it was my first ACM, but one of my most memorable and fortuitous conferences was the one in 2007 (I believe) in Chicago during which I met Vessela Gercheva from Bulgaria.  Vessela introduced herself after a session I presented in, and I thought, I’m never going to see this person again. I’m never going to travel to Bulgaria. Little did I know that chance meeting would lead to my involvement with Muzeiko, the first Children’s Museum in Bulgaria!”

Tanya Andrews, Children’s Museum of Tacoma. “The first IA I attended was Indianapolis--it must have been 1997. I was recently engaged! I think what struck me was the size and diversity of our field. How many small fries there are amongst some giants. It's like the ocean--small little fish swim peacefully with the big whales.  Everyone is in support of one another. I felt that right away.”

Kathy Gustafson-Hilton, Hands On! Studio. “My first InterActivity was 1997 in Indianapolis which makes this my 20th I/A; how time flies when you're having a blast. What a memorable combination, attending my first I/A conference and visiting the Indianapolis Children's Museum for the first time! I didn't know what to expect from the conference and didn't know many people. Of course, I had heard a lot about the legendary ICM. Neither disappointed. The thing I remember most about the conference is how friendly and welcoming everyone was - that hasn't changed in 20 years. And what I remember most about ICM is the joy of riding on the beautiful carousel. Both were whirlwind of uplifting experiences!”

Catherine Horne, Discovery Place. “My first impression at InterActivity at Minnesota Children’s Museum in St Paul in 1996 was that I had finally entered a museum that demonstrated good design, great learning, and wonderful play. A triple threat.”

Mary Maher, Hand To Hand.The first InterActvity I went to was in Seattle in 1994. Actually ACM hired me as conference manager. It had just hired Janet but her start date wasn't until June 27. The Great Friend to Kids Award went to Peggy Charren. The biggest standout over the years has been how the leadership and "character" of each host museum colors the conference. Host museums play a role in defining the program, but they also play a much bigger role in truly welcoming attendees, opening their museums and their communities to us as visitors, and inviting us to sample the resources and local expertise they live and work with every day. They give a good feel for the place. At the best conferences, you come away thinking, I see how this museum staff thinks, how they operate, and who their community is—and now I understand how they became who they are.

Brenda Baker, Madison Children’s Museum. “I remember sitting crossed legged on the floor of Elaine Gurian's hotel room, as she held court perched atop a double bed. 20 or 30 people crammed into her hotel room for a session on navigating our field's future. This was before ACM had a professional staff, an office in Washington, or a conference with more than 80-100 people. I listened and absorbed. But mostly, I was in utter awe, swept up with inspiration and enthusiasm when I realized I had met my tribe.” 

Jen Alexander, KidCity. “I'm pretty sure I got my money's worth out of my first Interactivity. It was 18 years ago in New York City. To this day, I'm still inspired by two presentations I saw there. I listened to a pair of playground designers describe their collaboration on the incredible Battery Park City playground - the one with a multi-kid cycle-carousel and waterspout lion heads made of stone. It became the standard by which I've judged every playground ever since! 

1999 is also the year Neil Postman gave a breathtakingly brilliant speech titled, Five things we need to teach our young. He made a pitch that we should stop thinking about learning in terms of subjects like math, English, science and instead teach things like rhetoric and methods of persuasion, appreciation of art, and understanding of religion. It would be hard to overstate the impact of that speech on my parenting and my work as a children's museum designer.  It was later published in the 1999 Hand-in-Hand (Vol. 13, #2).

I always learn something new at InterActivity. It also works as a mirror -- I see things about my own work that I hadn't noticed before. As we say in the tourism business, worth the trip!”

Aaron Goldblatt, Metcalfe Architecture and Design. “I attended InterActivity for the first time in Houston in 1993. It was a watershed moment. At the time I had been at Please Touch for 2 years and I still had a solo studio practice. In Houston, the world cracked open. I saw this world as full of people doing stuff that was exciting, fun, and challenging and thought, this is what I should be doing. I decided to close my studio practice and join this collaborative, challenging work.” 

Erik Schurink, Long Island Children’s Museum. "My first ACM conference was in Indianapolis.  The year? 1997 or 98. I remember loving the storytelling exhibit (the car, the hair salon), and a tween stationed at the porch of the house in that exhibit beautifully reciting a poem by Langston Hughes. What also struck me about this exhibit was its intimacy in contrast to the size of the museum itself. I remember how my childhood memories were triggered by the model trains and the impressive model landscape. I remember a session about teamwork explaining its 4 stages: forming, storming, norming, performing. It's an awareness still very useful to me. However I'm not positive that this was at my very first or second ACM conference. 

I remember visiting the Eiteljorg, how its art resonated with me in relation to the first children's exhibit I designed, To Walk in Two Worlds, an exhibit about indigenous people living contemporary lives in America, while carrying on their cultural heritage. I remember meeting Jane Clark Chermayeff, and having a chat with her at the hotel's breakfast setup. I remember sitting in on a YMEC meeting brainstorming ideas for the next exhibit round." 

This is a very small selection of recollections from only a few people who have attended InterActivity over the decades. Yet even just these memories speak to the remarkable, committed people who come together to fulfill the hopes of our gatherings.