Heritage learning differs from the traditional way of approaching history. Normally we want to learn something about the past – and that of course is also important – but at NCK we want to use the past as a tool in our learning process. For example, through applying a cultural heritage approach and a historical perspective we create a new context to inspire and develop different skills.
Primarily, NCK works with four different settings of heritage learning: Museums, Archives, Arts and other cultural institutions. You could say that different practices represent different pathways into the field of heritage learning and the process of learning through cultural heritage.
NCK works to deepen the understanding of how heritage can be used and what can be achieved through heritage learning, as well as to strengthen the position of heritage learning both in the heritage sector and in society at large. We see heritage as a resource in the pursuit of a sustainable and inclusive society, and heritage learning as a form of learning that enriches people’s experiences and circumstances. Heritage learning can therefore also promote social cohesion, regional development and societal visions focused on, for example, lifelong learning and active ageing.
In this context of a broad way of looking at learning through heritage, we use Generic Learning Outcomes (GLOs) as a tool for analysis. In the early 2000s, British researchers developed this for learning in museums, archives and libraries, with a focus on different effects of learning. The idea is to plan your activities at heritage institutions based on what you want to achieve within GLOs five learning areas:
- Knowledge and Understanding
- Skills
- Attitudes and Values
- Enjoyment, Inspiration and Creativity
- Action, Behavior and Progression