Tag Archives: Randi Korn

Rethinking Learning Outcomes for Historic Sites

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For several years, I have been adapting L. Dee Fink’s taxonomy of significant learning for use in museums and historic sites. Fink’s framework is enormously useful in formal education because it pushes teachers beyond simple content delivery (i.e., foundational knowledge) to application, integration, human dimension, caring, and learning how to learn. That is a helpful corrective in classrooms, where learning unfolds over a semester and where students can be asked to practice, reflect, revise, and demonstrate growth.  But I am increasingly convinced that this framework does not translate as easily as I hoped to the interpretation of house museums and historic sites.

The problem is not Fink’s taxonomy itself. The problem is that historic site visitors are usually not students in a course. They are often there by choice, joined by family or friends, have uneven prior knowledge, and motivated by many different reasons: curiosity, leisure, family activity, travel, identity, or a search for meaning. They may spend 45 minutes in a guided tour, 20 minutes in an exhibition, or an afternoon in the gardens. We need a framework that recognizes these distinct conditions.

My earlier handout, “Verbs for Significant Learning Outcomes,” tried to help museums define what they wanted visitors to know, feel, or do and to create relevant, meaningful experiences. That part still feels right. The challenge is that the categories remained too close to classroom learning. Some verbs—apply, execute, operate, practice, monitor—make sense for students or professional training but are less useful for visitors at a historic house. Because house museums and historic sites interpret history, the framework should also reflect the discipline’s core practices: using evidence, recognizing perspective, acknowledging uncertainty, connecting local stories to broader patterns, and inviting public dialogue about the past.  More importantly, the framework did not clearly align with the visitor journey from first encounter to deeper meaning.

That’s a lot to juggle and I may be dropping a few balls, so here’s my preliminary draft work-in-progress revised framework organized around two related ideas: Outcome Level and Outcome Ambition.

Outcome Levels

The Outcome Level describes the kind of visitor change an interpretive experience is designed to support. In plain terms, it asks: What kind of change are we trying to create in visitors? Imagine levels as a journey on a nature trail:  getting oriented at the trailhead; noticing plants, insects, animals, and geology; seeing how parts of the ecosystem connect; pausing at an overlook to understand the larger landscape; and leaving with a clearer sense of what you learned, what matters to you, and what you might do next. 

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Verbs for Significant Learning Outcomes: New for Museums and Historic Sites

When it comes to developing tours, exhibitions, events, school programs, or publications, the most important concept is to start with the goal in mind or to “design backwards.” Goals are usually defined as products, services, or deliverables, but museums are educational institutions, so our goals should shift from being about the museum or historic site produces or creates to being about what the visitor learns. In other words, what do you want visitors to know, feel, or do as a result of your tour, exhibition, or program?

“Appreciate” and “understand” are often typical outcomes, but they’re hopelessly vague and amorphous. It’s too easy for us to have different definitions of what it means to “appreciate history” or “understand the Constitution.” Thankfully, educators, psychologists, and neuroscientists have been working on the science and practice of learning for decades, providing us with frameworks and methodologies to craft more precise and actionable learning goals.

The Popular but Incomplete Bloom’s Taxonomy (skip to next section if too nerdy)

Let’s start with a brief history of the development of educational taxonomies, which systematically classify learning goals and objectives. Bloom’s Taxonomy is perhaps the most well-known framework in this area. However, users often overlook that it was originally published in 1956 as part of a broader work titled Taxonomy of Educational Objectives: The Classification of Educational Goals. This foundational text was actually the first of three planned volumes.

The first volume, authored by Benjamin Bloom and colleagues, focused on the cognitive domain (knowledge). The second volume, which addressed the affective domain (emotion), was published in 1964 by David Krathwohl. Unfortunately, the third volume, intended to cover the psychomotor domain (action), was never completed, leaving Bloom’s Taxonomy somewhat incomplete despite its significant influence on educational theory and practice.

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HLI Seminar Returned in New Format, New Season

The Class of 2022 celebrating their graduation from the HLI Seminar.

The History Leadership Institute, AASLH’s professional development program for mid-career history professionals, introduced its long-running Seminar in a new format in June.

In 1959, the Seminar began as an effort to train newly graduated history students and directors of history museums in the unique skills of managing museums, historic sites, and archives in a six-week program held at Colonial Williamsburg, During the decades that followed, the Seminar has continually changed to meet the needs of the field and explore new and emerging practices.

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Video: Evaluation Consultant Randi Korn on Impact

In this 2:01 video, Randi Korn explains how museums and historic sites can define impact and how an “impact statement” integrates personal passion, the organization’s strengths, and the audience’s interests and needs.  And to measure impact you have to go beyond the usual numbers involving attendance and income and instead look at the experience that people had.  This is one in the “Questions of Practice” video series produced by the Pew Center for Arts and Heritage.

Vision Statement: Encyclopedia Edition

The Encyclopedia of Local History will issue its third edition in 2017.

The Encyclopedia of Local History will issue its third edition in 2017.

Carol Kammen and Amy Wilson are preparing the third edition of the Encyclopedia of Local History for publication in early 2017 and invited me to update my entry on “Historic House Museums in the 21st Century” as well as contribute a couple new entries, including “Vision Statement.”  Businesses and nonprofit organizations have been adopting vision and mission statements for the past two decades but drafting this encyclopedia entry gave me a chance to step back to look at its evolving history and see where they might be headed.  Here’s what I submitted (and remember, while books have been written about this topic, I have to condense it into a short summary):

Vision Statement. A vision statement describes a business’ or non-profit organization’s long-term major goal or desired end state and directs the planning, implementation, and evaluation of its programs and activities. There are many definitions for vision statements, some that conflict with each other, but the consensus is that they describe an ambitious but achievable long-term goal (10-30 years ahead, beyond the term of the current board or tenure of the executive director); that the statement is clear, compelling, and short (about 25-50 words); and yet is sufficiently vague and abstract to be unaffected by typical economic cycles or social fads.

An often-cited example of a vision statement is found in John F. Kennedy’s address to Congress in 1961 on urgent national needs: Continue reading →

HBR: To Engage Your Visitors, Keep it Simple

"To Keep Your Customers, Keep it Simple" by Patrick Spenner and Karen Freeman (Harvard Business Review, May 2012)

The May 2012 issue of Harvard Business Review arrived a little early to my mailbox, but I couldn’t stop from sharing a great article on engaging customers in business world that can easily be translated to engaging visitors and building support for historic sites and museums.  In “To Keep Your Customers, Keep It Simple,” Patrick Spenner and Karen Freeman note the paradox of today’s promotional techniques:

Companies have ramped up their messaging, expecting that the more interaction and information they provide, the better the chances of holding on to these increasingly distracted and disloyal customers.  But for many consumers, the rising volume of marketing messages isn’t empowering–it’s overwhelming.  Rather than pulling customers into the fold, marketers are pushing them away with relentless and ill-conceived efforts to engage.

This conclusion is based on multiple surveys of more than 7,000 consumers which were then compared to interviews with 200 marketing executives representing 125 brands.  Their pointed out that what consumers what and what companies think consumers want didn’t correspond to each other, or in biz speak, it’s a Continue reading →