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Raul Gomez Hernandez
The Digital Heritage Education Blog
Published in
18 min readMar 4, 2021
Cankar’s Library Vrhnika 2015 interior. Culture.si Photo Library. CC BY-SA

Find here a collaborative repository in-process of online resources(books, papers, projects, tools, reports, toolkits, etc.) for any educator, teacher, researcher, student, CHI staff, creative or project manager interested in this topic.

Week 1. Redefining cultural heritage

Books

Papers

Projects

In this project, researchers are developing tools for participatory engagement, evaluating impact, and using digital cultural heritage for social inclusion.

This project aims to develop tools to stimulate engagement between cultural heritage and young people through experiments in cooperation and participation of the audience.

Week 2. Digital learning and museums

Books

Papers

  • Bontempi, E.& Nash, S. (2012). Effective Strategies in Museum Distance Education. Proceedings of Informing Science & IT Education Conference, Volume 12. pp. 013–025. California: InSITE.
  • Di Pietro, G., Biagi, F., Dinis Mota Da Costa, P., Karpinski, Z. and Mazza, J., The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. Luxembourg: Publications Office of the European Union.
  • European Commission/EACEA/Eurydice, 2019. Digital Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • Hooper-Greenhill, E. (2002) Developing a scheme for finding evidence of the outcomes and impact of learning in museums, archives, and libraries: the conceptual framework. Leicester: Leicester University.
  • Hooper-Greenhill, E. (2004) ‘Measuring Learning Outcomes in Museums, Archives and Libraries: The Learning Impact Research Project (LIRP)’, International Journal of Heritage Studies, 10:2, 151–174.
  • Hooper-Greenhill, E. (2007) Museums and Learning in the 21st century. Oxon: Routledge
  • ICOM-CECA (2020): ICOM Education 29. Paris: ICOM.
  • Nicholls, A; Pereira M; Sani, M (2013): Report 7—New Trends in Museums of the 21st century. Emilia Romagna: LEM — The Learning Museum Network Project.
  • Kraybill, A. (2015) Going the Distance: Online Learning and the Museum, Journal of Museum Education, 40:2, 97–101
  • Sylaiou, S, Mania, K., Paliokas, I., Pujol-Tost, L., Killintzis, V., Liarokapis, F (2017) Exploring the educational impact of diverse technologies in online virtual museums, International Journal of Arts and Technology (IJART), Vol. 10, №1, 2017

Projects

In this Erasmus+ project, researchers are developing tools for engaging with young audiences through augmented reality apps, games, and virtual tours.

This project aims to learn how to make better use of museum collections for creative making in a connective and accessible way and deliver new skills and competencies to help adults to stay creative throughout their lifetimes.

In this project, Chiara Zuanni, from the University of Graz, created a map to collect and show digital activities developed and promoted by museums during the COVID-19 pandemic including educational content, games, and activities produced during this time.

This project aims to produce a range of innovative outcomes, including European profiles of emerging job roles in museums that will serve as a common reference at the European level, staged VET methodology based on learning outcomes, policies, and tools for assessment and validation of non-formal / informal learning, modular VET curricula that dynamically combine training modules for digital and transversal competences, contribution to a European standard for learning outcomes, a European specialization course that combines e-learning, face to face instruction and workplace learning, a MOOC for acquiring the basic competencies and European communities of practice, which engage in open dialogue and sustainable peer learning through an online platform.

Week 3. Young people and digital heritage education

Reading Recommendations

Papers

Projects

It aims to disseminate towards co-creating with digital cultural heritage as a good practice for inclusive education and promotion of European values among young people.

This project aims to enhance intercultural interaction by encouraging young people to explore and share their own heritage and to get to know and practice the heritage of others.

The researchers published a Manual for Cultural Heritage Education you should read with some recommendations of physical practices but also digital activities to engage with young learners. At this moment, some of the physical practices can be transformed into digital and many examples of that you can find online.

Week 4. Digital heritage education resources: the creative’s perspective

Books

Papers

Projects

This project aims to develop new ways and initiatives to
communicate and promote cultural heritage for purposes such as regional
development, tourism, and citizen cultural participation. The researchers have developed a handbook and toolkit you can find on its website.

This project aims to develop an adaptable Arts and Humanities entrepreneurship model for students with training and networking with different stakeholders.

A Portuguese project created by a consortium of public institutions, professional networks, and secondary education institutions for promoting the values of cultural heritage according to the UNESCO Convention of Faro from 2015 through Minecraft and other digital applications.

  • CiTiEs (Ciudades: Tiempo + Espacio)

A Spanish project in the high-education innovation framework launched by the Complutense University of Madrid for developing heritage education tools with ICT. In the 2019–2020 academic year, educational tours around Madrid were developed and now, in the 2020–2021 academic year, they are developing new digital heritage educational materials for distance learning in the flipped classroom modality.

A contest and innovation hub for digital cultural heritage professionals and scholars launched in 2014 from the University of York and the University of Carleton (Ottawa, Canada).

  • Corte y sitios reales: espacios de poder, representación y producción (siglos XVII-XVIII)

A Spanish project in the high-education innovation framework launched by the Rey Juan Carlos University of Madrid for developing heritage education materials with ICT around the Sitios Reales. They have created a MOOC and some educational resources as interactive maps or animation videos.

Week 5. Digital heritage education resources: the museum’s perspective

Books

Papers

Projects

This project aims to evaluate the state of social innovation in cultural heritage through the organizations, institutions, and projects related to its management, conservation, and dissemination.

This project aims to foster the promotion of social and civic competencies in educational centers in rural areas to encourage young people with an entrepreneurial spirit focused on the generation of local development initiatives that cover the needs of the environment where they live, preserving and promoting Cultural Heritage and Traditions.

Week 6. The participatory project cycle

Books

Papers

  • Kearsley, G. and Shneiderman, B. (1998): Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5): 20–23.
  • Schoonover, H. A., A. Grêt-Regamey, M. J. Metzger, A. Ruiz-Frau, M. Santos-Reis, S. S. K. Scholte, A. Walz, and K. A. Nicholas. (2019): Creating space, aligning motivations, and building trust: a practical framework for stakeholder engagement based on experience in 12 ecosystem services case studies. Ecology and Society 24(1):11.
  • Skinner, E.A., Kindermann, T.A., & Furrer, C.J. (2009): A motivational perspective on engagement and disaffection: conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69: 493–525
  • Trowler, V. (2010). Student Engagement Literature Review. The Higher Education Academy.
  • Wang, Z., Bergin, C., & Bergin, D.A. (2014). Measuring engagement in fourth to twelfth-grade classrooms: The classroom engagement inventory. School Psychology Quarterly, 29(4): 517–535.

Projects

It aims to make art and its cultural experience accessible for all, using technology and a participatory research approach.

It is composed of a Consortium of six important museums, four tech companies, and two universities of Europe.

They have created a guide to making inclusive activities titled Towards a participatory museum a how-to-guide on inclusive activities and a list of tips with ways of being inclusive in the museum through participation based on their own experience.

It aims to develop interactive learning opportunities to exchange knowledge as well as networking spaces to engage with a variety of stakeholders and heritage professionals.

The researchers have created some resources based on their own way of working as focus groups, workshops, or other types of sessions.

Week 7. Digital Storytelling a powerful strategy for heritage education

Books

Papers

  • Economou, M., Young, H. and Sosnowska, E. (2019): Evaluating emotional engagement in digital stories for interpreting the past. The case of the Hunterian Museum’s Antonine Wall EMOTIVE experiences. In: 3rd Digital Heritage International Congress, San Francisco, CA, USA, 26–30 Oct 2018, ISBN 9781728102924
  • Handler Miller, C. (2008): Tales from the Digital Frontier: Breakthroughs in Storytelling. Writers Store.
  • Lambert, J & Hessler, B (2018): Digital Storytelling
    Capturing Lives, Creating Community. London: Routledge.
  • Rizvić, S., Boskovic, D., Okanovic, V. & Sljivo, S. and Zukić, M.(2020): Interactive digital storytelling: bringing cultural heritage in a classroom. arXiv:2011.03675
  • Robin, B. (2006): The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006 — Society for Information Technology & Teacher Education International Conference (pp. 709–716). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).

Projects

It aims to research, design, develop and evaluate methods and tools that can support the cultural and creative industries in creating narratives which draw on this power of ’emotive storytelling’.

It aims to promote technology to help marginalized individuals and communities in society through inclusive storytelling.

The researchers have developed some pilot programs in Paris, Lisbon, and Barcelona.

Week 8. Impact evaluation. A key process in digital heritage education

Books

Papers

  • Bollo, A.; Nicholls, Ann; Pereira M; Sani, M (2013): Report 3 — Measuring Museum Impacts. Emilia Romagna: LEM — The Learning Museum Network Project.
  • NEMO (2020): EU Presidency Trio Conference. Museums and Social Responsibility. Values Revisited. Berlin: NEMO.
  • Pereira Roders, A. R., Bond, A., & Teller, J. (2013). Determining effectiveness in heritage impact assessments. In Impact Assessment: The Next Generation: Proceedings of the 33rd Annual Conference of the International Association for Impact Assessment (IAIA13), 13–16 May 2013, Calgary, Canada (pp. 1–6).

Projects

It aims to empower policy-makers and decision-makers in the Cultural and Creative Industries to fully understand the social and economic impact of digitisation in their sectors and address the need for innovative (re)use of cultural assets

It aims to promote collective reflection within the cultural and political sector in Europe on the impact assessment and quality of interventions in European historical environment and cultural heritage at urban level.

A tool developed by the École Polytechnique Fédérale de Lausanne ‐ EPFL to monitor the visits in museums implying the audience through multi-sensory digital storytelling to evaluate their satisfaction.

Week 9. Gamification. An engaging strategy in digital heritage education

Readings

Papers

  • Deterding S, Dixon D, Khaled R, Nacke L (2011) From game design elements to gamefulness: defining gamification. In: Proceedings of MindTrek. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek ‘11). Association for Computing Machinery, New York, NY, USA, 9–15
  • Beavis, C., Kelly, L., O’Mara, J., Fletcher, J., Rowan, L., Bowan, A. and Dow Sainter, C. (2014). Gamifying the museum: educational games for learning. Museums and the Web 2014 Asia (Daejeon, South Korea). Available at “https://mwa2014.museumsandtheweb.com/paper/gamifying-the-museum-educational-games-for-learning/” [Viewed at 23/04/2021]
  • Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Li, J. (2020): The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, 68:1875–1901.
  • Kusuma, G. P., Wigati, E. K., Utomo, Y., & Putera Suryapranata, L. K. (2018). Analysis of Gamification Models in Education Using MDA Framework. Procedia Computer Science, 135, 385–392.
  • Rodriguez, F.; Santigo, R. (2015) Gamificación: Cómo motivar a tu alumnado y mejorar el clima en el aula. (Innovación Educativa) Madrid: Digital-Text. Grupo Océano. 264 pp

Projects

It aims to develop new educational approaches based on non-formal gamification methods offering creative ways to support young people and local communities to promote youth active participation and social inclusion in society related to the valorization of (inter)cultural heritage.

It aims to expand European heritage education among young people, in particular young people with fewer opportunities (refugees and migrants, people with disabilities, people with social and economic obstacles, etc. .), through the development, experimentation, and implementation of innovative educational tools based on the use of gamification.

It aims to study the historical and anthropological dimensions of games and toys in Antiquity. A team of researchers has been put in place in order to search all available primary sources such as literature, archaeological, and iconographic material relating to games and toys in antiquity.

Week 10. Digital Engagement. A key concept to connect with young people through digital heritage education

Readings

Papers

Projects

It aims to explore and inform the connections between our cultural organizations and their communities by capitalizing on the emergence of new and democratizing digital technologies. It seeks to extend the language of engagement through the medium of accessible, customizable, and personal digital experiences.

The researchers have published four toolkits on the website and some case studies and good practices of creative museums.

The project brings together internationally renowned artists, designers, museum professionals, and researchers to help museums create hybrid experiences: Experiences that combine the physical and digital to create personal encounters with cultural heritage. The website of the project is a repository of digital tools and planning tools for improving digital engagement in physical spaces.

Week 11. Digital immersive environments. Engaging by enveloping your audience.

Readings

Papers

  • Freitag, F., Molter C., Mücke, L.K., Rapp, H., Schlarb, D. B, Sommerlad E., Spahr C. et Zerhoch D (2020): Immersivity: An Interdisciplinary Approach to Spaces of Immersion , Ambiances. Available on “https://journals.openedition.org/ambiances/3233” [Reviewed 1 May 2021]
  • Lan, Y. J. (2020). Immersion, interaction and experience-oriented learning: Bringing virtual reality into FL learning. Language Learning & Technology, 24(1), 1–15
  • Lukas, S. A (2013). The immersive worlds handbook: designing theme parks and consumer spaces. Burlington, MA: Focal Press.
  • Roginska, A., & Geluso, P. (eds.). (2018). Immersive Sound: The Art and Science of Binaural and Multi-channel Audio. London: Routledge.
  • Saler, M (2012) As-If: Modern Enchantment and the Literary Prehistory of Virtual Reality. New York: Oxford University Press.
  • Scalera, M (2002): You’re on stage at Disney World: an analysis of Main Street USA in the Magic Kingdom. Athens, GA: University of Georgia.
  • Scuri, S., Chiodo, E., & Calabi, D. (2016): Translating place identity into transmedia communication systems: Communication design process and methods. In: ETSID (2016). Proceedings from the Systems & Design: Beyond Processes and Thinking Conference (IFDP — SD2016). Valencia: Universitat Politècnica de València.
  • Taiuti, L. (2005). Multimedia: l’incrocio dei linguaggi comunicativi. Roma: Meltemi

Projects

The project Experiencing Augmented Reality on cultural heritage applications in iVET (CultApp) seeks to inspire young people from vocational schools for Europe’s culture through the implementation of augmented reality (AR) technologies into iVET (initial vocational education and training) curricula for a better cultural experience.

ViMM is a Coordination and Support Action, funded under the European Union (EU) Horizon 2020 program from 2016–19 in order to define and support high-quality policies, strategic and day-to-day decision making, the utilization of breakthrough technological developments, and to nurture an evidence-based view of growth and development impacted by Digital Cultural Heritage (DCH) and virtual museums (VM) in particular. All the results of ViMM are visible on its platform.

Week 12. The learning outcomes. Evaluating the effectiveness of heritage educational resources

Readings

Papers

Projects

The aim of this project is to promote new ways of learning and teaching through innovative methods, using technologies and open digital resources that can be non-formal content for design curriculum. It also proposed a new way for schools and museums cooperation.

The aim of the ‘Digital Innovation in Cultural and Heritage Education in the light of 21st-century learning’ project DICHE is to integrate digital resources and opportunities for cultural and heritage education in primary school.

The partners of this project have developed a theoretical framework, some practical teaching scenarios, and digital tools for immediate use in the classroom based on heritage education.

If you would like to collaborate with it, send the links of the online resources or from the external repository to dheducationproject@gmail.com

Repositories
Digital Heritage
Education
Projects

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Raul Gomez Hernandez
The Digital Heritage Education Blog

Written by Raul Gomez Hernandez

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Cultural Heritage PhD student| Digital Project Manager in cultural heritage |Digital Heritage & Education | The Digital Heritage Education Project

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