Postgraduate Course: Culture, Heritage and Learning Futures (fusion on-site) (EFIE11058)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course examines the role of cultural heritage in developing rich futures for lifelong learning ¿ drawing on speculative method and heritage thinking. |
| Course description |
Laurajane Smith defines the 'real moment of heritage' as being in 'the act of passing on and receiving memories and knowledge' (2006, p2). In this sense, heritage and education are closely linked, and heritage studies can give us great insight into how futures - including informal learning futures - are made and shared. Richard Sandford argues that heritage has a vital role to play in the creation of 'lived futures' which give 'social, natural, technological structures'... room to unfold' (2019, p.75). These insights, and others, provide a foundation for this course, which is about the role of cultural heritage in helping us create futures for learning that are 'lived' and not 'empty'.
The course is organised into pre-intensive, 2-day intensive, and post-intensive activity. The pre-intensive period will involve reading around key concepts, and activities involving representations of education futures, and a heritage thinking task.
The two-day intensive period will involve engaging with tangible and intangible heritage in a collaborative, creative, critical way that provides a deep foundation for a story from the future that each participant will create. Working in and with museums, galleries, libraries and archives, we will examine histories of the future and consider how various forms of learning futures have been expressed. Key methodological concepts and some 'future lifelong education' themes will be introduced in guest lectures, students will take part in a workshop led by cultural heritage professionals, and will engage in individual and group work exploring knowledge futures and scoping stories from the future.
Building on the intensive period, in the post-intensive students will take part in a self-paced museum field trip (virtually, in their own location, or in Edinburgh), and will design their own speculative 'lived future' stories of lifelong learning, receiving peer feedback and submitting this 3 weeks after the intensive period takes place (see assessment below).
Edinburgh Futures Institute (EFI) - On-Site Fusion Course Delivery Information:
The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities.
Students should be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2024/25, Available to all students (SV1)
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Quota: 23 |
| Course Start |
Semester 1 |
| Course Start Date |
16/09/2024 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 5,
Seminar/Tutorial Hours 4,
Supervised Practical/Workshop/Studio Hours 4,
External Visit Hours 4,
Online Activities 10,
Formative Assessment Hours 2,
Other Study Hours 4,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
65 )
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| Additional Information (Learning and Teaching) |
Other Study: Scheduled Group-work Hours (hybrid online/on-campus) - 4
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative Assessment:
The course will be assessed by means of the following component:
1) 'Story from the Future' 2000 Word Assignment (100%)
There will be one assignment for this course. 2000 words (or equivalent in the case of multimodal or non-textual formats).
The assignment will be in the form of a 'story from the future', building on at least one key issue in informal and lifelong learning, some historical materials and the speculative methods students have engaged with during the course. The story can take any form, as long as it can be digitised for submission: it might be a scrapbook, an interview, a piece of fiction, a diary, a series of media reports, advertising, or something else. |
| Feedback |
Feedback on the formative assessment may be provided in various formats, for example, to include written, oral, video, face-to-face, whole class, or individual. The course organiser will decide which format is most appropriate in relation to the nature of the assessment.
Feedback on both formative and summative in-course assessed work will be provided in time to be of use in subsequent assessments within the course.
Feedback on the summative assessment will be provided in written form via Learn, the University of Edinburgh's Virtual Learning Environment (VLE).
Formative Feedback:
- Pre-intensive heritage thinking task (staff and peer feedback);
- Speculative methods tutorial feedback, intensive day 2 (staff and peer feedback);
- Peer feedback on draft final assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically reflect on how education futures have been represented.
- Understand and analyse potential roles of cultural heritage in envisioning rich futures for informal and lifelong learning, and apply this to the creation of imagined futures.
- Demonstrate understanding of speculative methods and techniques, and skill in using these to develop and critically analyse stories of learning futures.
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Reading List
Indicative Reading List:
Campos, R.M.D.O. and Martins, J.C. (2023) ¿Political socialisation narratives of young activists. Contexts, settings, and actors.¿, Journal of Youth Studies, pp. 1¿17. Available at: https://doi.org/10.1080/13676261.2023.2224742.
Degnen, C. (2007) ¿Back to the Future: Temporality, Narrative and the Ageing Self¿, in Creativity and Cultural Improvisation. Routledge.
Eynon, R. and Young, E. (2021) ¿Methodology, Legend, and Rhetoric: The Constructions of AI by Academia, Industry, and Policy Groups for Lifelong Learning¿, Science, Technology, & Human Values, 46(1), pp. 166¿191.
Facer, K. and Buchczyk, M. (2019) ¿Understanding Learning Cities as discursive, material and affective infrastructures¿, Oxford Review of Education, 45(2), pp. 168¿187.
Haraway, D.J. (2016) ¿The Camille Stories: Children of Compost¿, in Staying with the Trouble: Making Kin in the Chthulucene. North Carolina, UNITED STATES: Duke University Press.
Milana, M. et al. (2023) ¿Imagining the futures for lifelong education under the ¿promissory legitimacy¿ of international organisations¿, International Journal of Lifelong Education, 42(2), pp. 121¿124.
Osborne, M., Maitra, S. and Uflewska, A. (2022) ¿Smart Learning Cities Promoting Lifelong Learning through Working Lives¿, in The SAGE Handbook of Learning and Work. 55 City Road: SAGE Publications Ltd, pp. 376¿389.
Ross, J. (2023) ¿Speculative approaches to research and teaching¿, in Digital Futures for Learning: Speculative Methods and Pedagogies. New York: Routledge.
Rubio, F.D. (2014) ¿Preserving the unpreservable: docile and unruly objects at MoMA¿, Theory and Society, 43(6), pp. 617¿645.
Sabeti, S. (2017) ¿A caring role¿, in Creativity and Learning in Later Life. Routledge.
Sandford, R. (2019) ¿Thinking with heritage: Past and present in lived futures¿, Futures, 111, pp. 71¿80.
Smith, L. (2006). Uses of Heritage. Routledge.
Tam, M. (2018) ¿Lifelong Learning for Older Adults: Culture and Confucianism¿, in M. Milana et al. (eds) The Palgrave International Handbook on Adult and Lifelong Education and Learning. London: Palgrave Macmillan UK, pp. 857¿878.
UNESCO Institute for Lifelong Learning (2020) Embracing a culture of lifelong learning. UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000374112.
Watson, A. (2021) ¿Writing sociological fiction¿, Qualitative Research.
Wheelahan, L., Moodie, G. and Doughney, J. (2022) ¿Challenging the skills fetish¿, British Journal of Sociology of Education, 43(3), pp. 475¿494.
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Additional Information
| Graduate Attributes and Skills |
Critical thinking, independent research, knowledge integration, digital literacy, inquiry, creativity and inventive thinking, planning and organising, flexibility, written communications. |
| Keywords | Cultural Heritage,Informal Learning,Lifelong Learning,Museum Education |
Contacts
| Course organiser | Dr Jen Ross
Tel: (0131 6)51 6133
Email: jen.ross@ed.ac.uk |
Course secretary | Miss Abby Gleave
Tel: (0131 6)51 1337
Email: abby.gleave@ed.ac.uk |
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