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Henderson, Jane (2016)
Publisher: Taylor and Francis
Languages: English
Types: Article
Subjects: LB2300, LB, AM

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION, ComputingMilieux_THECOMPUTINGPROFESSION
The teaching of students entering conservation is a foundation of the development of a profession of people who are sufficiently dedicated, knowledgeable and skilled to take the necessary actions to protect cultural heritage. This paper considers the way that society expresses value of cultural heritage and how that need is expressed and communicated to University students via the profession and their teachers. It will look at some approaches to teaching and assessment within UK Universities considering the learning outcomes for students and how educators strive to ensure that their graduates are fit for the profession which they will enter. The paper will consider the need for developing expertise and the connection between professionals at the start of their career with those that have achieved excellence via years of informed practice. The critical and challenging role of identifying and acting on valid feedback to conservation outcomes will be discussed with a view to creating a discipline of reflective practitioners.
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    • 1 Hubert. L. Dreyfus, and Stuart. E. Dreyfus, Mind over machine: the power of human intuition and expertise in the era of the computer, (Glasgow: Bell and Bain, 1986).
    • 2 See, for example, Iris Kapelouzou 2012. 'The inherent sharing of conservation decisions' , Studies in Conservation, 57, 3 (2012), 172-182; Maric Berducou,. 2007 'The “values” of cultural property and conservation-restoration: a historical perspective' in Sharing Conservation decisions Lessons learnt from an ICCROM course, ed. Rosalia Varoli-Piazza, (Rome: ICCROM, 2007) 48-52.
    • 3 Catherine, Dillon, Lindsay, William, Taylor, Joel, Fouseki, Kalliopi, Bell, Nancy; Strlič, Matija. 2013. Collections demography: stakeholders' views on the lifetime of collections. Presented at: Climate for Collections: Standards and Uncertainties, Munich, pp 45-58. (Munich: Archetype/Doerner Institute, 2012).
    • http://www.doernerinstitut.de/downloads/Climate_for_Collections.pdf (accessed July 13th, 2016).
    • 4 European Committee for Standardization (CEN), CEN/TC 346 - Conservation of Cultural Heritage http://standards.cen.eu/dyn/www/f?p=204:7:0::::FSP_ORG_ID:411453&cs=11079A55D70F8377 E3942E1C6704C7664 (accessed July 13th, 2016).
    • 5 For example, see the reports from the news agency Al Jazeera: ISIL looting heritage sites on 'industrial scale'. http://www.aljazeera.com/news/2015/07/isil-looting-heritage-sites-syria-iraqpalmyra-150703010527634.html (accessed July 13th, 2016).
    • 6 See, for example, the Arts Council England Accreditation Scheme for Museums and Galleries in the United Kingdom, http://www.artscouncil.org.uk/media/uploads/pdf/accreditation_standard_english_web.pdf (accessed July 13th, 2016); CEN, CEN/TC 346 - Conservation of Cultural Heritage. See also the discussion in Jane Henderson and Shumeng Dai, 'Towards a common understanding of standards?' in Climate for Collections Standards and Uncertainties, eds. Jonathan Ashley Smith, Andreas Burmester, Melanie Eibl, (Munich: Archetype/Doerner Institute, 2012). http://www.doernerinstitut.de/downloads/Climate_for_Collections.pdf (accessed July 13th, 2016).
    • 6 1 0 2 t s u g u A 8 0 4 3 : 8 0 t a ] s e i r a r b i L y t i s r e v i n U f f i d r a C [ y b d e d a o l n w o D
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