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Emuārs

Multaqa: Museum as Meeting Point – Refugees as Guides in Berlin Museums

As part of the project “Multaqa: Museum as Meeting Point – Refugees as Guides in Berlin Museums”, Syrian and Iraqi refugees are being trained as museum guides so that they can then provide guided museum tours for Syrian and Iraqi refugees in their native language. Multaqa (Arabic for “meeting point”) also aims to facilitate the interchange of diverse cultural and historical experiences.
18 Februāris 2016
Robert Winkler
(de)
Tagi:

Emuārs

The House of European History: a Space for Adult and Lifelong Learning

In late 2016 a new museum will open in Brussels, Belgium. It is a museum like no other on many fronts. In a multi-layered narrative over six floors it will allow visitors to explore some of the major historical events that have affected and shaped the continent of Europe over past centuries and continue to do so today via their legacies.
17 Februāris 2016
Alan Kirwan
(en)
Tagi:

Emuārs

Learning from each other

We acquire and deliver knowledge in different manners. It is not necessary that we acquire our knowledge only from professional teachers, professors or instructors and it is not necessary that we fall within any of the three listed categories, if we want to share our knowledge with others. We hereby present a few examples* of innovative approaches to adult learning, which link the seekers and providers of knowledge.
17 Februāris 2016
Ajda Turk
(en)
Tagi:

Emuārs

Nová európska sieť knižníc pre gramotnosť dospelých

Gramotnosť pre všetkých – Európska sieť knižníc je sieť pre tých, ktorí pracujú v knižniciach v oblasti gramotnosti dospelých. Táto sieť bola vytvorená v roku 2014 a má 20 členov z celej Európy. Jej účelom je diskutovať a zdieľať nápady týkajúce sa funkčnej gramotnosti a úloh, ktoré môžu knižnice plniť pri zvyšovaní gramotnosti európskeho obyvateľstva.

16 Februāris 2016
Katarina DUBCOVA
(en)
2 Komentāri
Tagi:

Emuārs

What is the perspective of museum education in Estonian?

Is museum education educational entertainment like edutainment (education + entertainment) in English or rather a learning experience in the museum environment (Visnapuu 2009: 3, 49)? Is museum education informal (learning in any vital and natural situation) or rather non-formal (targeted and partially structured and directed) learning? Several acknowledged museum specialists (Hooper-Greenhill 1996: 229; Hein 2002: 3; Kelly 2007: 2) have remarked that although museums’ prioritised development directions have varied throughout the time, it is the educational activity which has to be the most important today and justify its existence altogether.
16 Februāris 2016
Kaja Visnapuu
(et)
Tagi:

Emuārs

Kuhu liigub Eesti muuseumiharidus?

Kas muuseumiharidus on hariv meelelahutus, inglise keeles edutainment (education + entertainment), või pigem elamuslik õppimine muuseumikeskkonnas (Visnapuu 2009: 3, 49)? Kas muuseumiharidus on informaalne (juhuslik õppimine igast elulisest ja loomulikust olukorrast) või pigem mitteformaalne (eesmärgistatud, osaliselt struktureeritud ja suunatud) õppimine? Mitmed tunnustatud muuseumispetsialistid (Hooper-Greenhill 1996: 229; Hein 2002: 3; Kelly 2007: 2) on märkinud, et kuigi muuseumide prioriteetsed tegevussuunad on läbi aegade varieerunud, peaks just hariduslik tegevus olema tänapäeva muuseumi üks tähtsamaid ülesandeid ja põhjendus muuseumi olemasolule üldse.
16 Februāris 2016
Georgi SKOROBOGATOV
(et)
Tagi:

Resursi

"Meaning Maker" - the glossary of Estonian museum education 2015

The first glossary of museum education “Meaning Maker” is the first attempt to establish, harmonise and regulate the vocabulary of museum pedagogy used in the museum domain of Estonia. Like the entire museum domain in Estonia, museum education has developed rapidly and extensively within the last two decades. Various new terms have been created due to the integration of culture and education. The situation is characterised by a variety of interpretations and the ambiguity of vocabulary.
16 Februāris 2016
by Georgi SKOROBOGATOV
(et)
Tagi:
Ceturdiena 25 Februāris 2016, Malta

Of MOOCs, ARGs, and other acronyms....how can we engage citizens effectively?

Engaging citizens in activities that improve their quality of life and that of others in the community is one of the key strategies driving lifelong learning policies in a number of countries.

Resursi

Evropske smernice za potrjevanje neformalnega in priložnostnega učenja

Vsak dan imamo nove možnosti za učenje in pridobivanje novih znanj. Najdragocenejših znanj, spretnosti in sposobnosti pa ne pridobivamo le znotraj učilnic, pač pa v vsakdanjem življenju, doma, na delovnem mestu in v prostem času. Vseživljenjsko učenje je ključ za posameznikov osebni razvoj, priznavanje takšnega učenja pa lahko dajo večjo vrednost tudi državljanovim dosežkom in njegovemu morebitnemu prispevku družbi. Ker pa je vpliv (formalnih) tradicionalnih oblik izobraževanja zelo močan, sta neformalno in priložnostno učenje večkrat spregledana in necenjena.

15 Februāris 2016
by Simona Kavčič
(sl)
Tagi:

Emuārs

OK Computer: When museums meet digital

In 2010 Dimitra Christidou was invited to talk about social media and museums at the Institute of Education in London. The museum community had already been experimenting with social media, and had identified some of the benefits and drawbacks of this digital turn. During her presentation, she wondered if ‘turning digital’ was as simple as it sounded...
15 Februāris 2016
Simon BROEK
(en)
Tagi:

Emuārs

Des artistes et des monuments historiques pour l'acquisition de compétences des communautés locales

 

Les artistes, les monuments historiques et leurs habitants sont une richesse pour chaque territoire.

En dépassant la frontière amateur/professionnel, de nouvelles formes de participation culturelle peuvent être imaginées pour redonner du sens au quotidien et à chaque communauté.

Les résidences d’artistes dans des monuments historiques sont une chance pour améliorer les compétences-clés des enfants comme des adultes.

12 Februāris 2016
Vincent SOCCODATO
(fr)
Tagi:

Lapas

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