Museum Experience Design: A Modern Storytelling Methodology

In this paper we propose a new direction for design, in the context of the theme “Next Digital Technologies in Arts and Culture”, by employing modern methods based on Interaction Design, Interactive Storytelling and Artificial Intelligence. Focusing on Cultural Heritage, we propose a new paradigm for Museum Experience Design, facilitating on the one hand traditional visual and multimedia communication and, on the other, a new type of interaction with artefacts, in the form of a Storytelling Experience. Museums are increasingly being transformed into hybrid spaces, where virtual (digital) information coexists with tangible artefacts. In this context, “Next Digital Technologies” play a new role, providing methods to increase cultural accessibility and enhance experience. Not only is the goal to convey stories hidden inside artefacts, as well as items or objects connected to them, but it is also to pave the way for the creation of new ones through an interactive museum experience that continues after the museum visit ends. Social sharing, in particular, can greatly increase the value of dissemination

Remembering tomorrow: wagon roads, identity and the decolonization of a First Nations landscape

No abstract

Inchcolm project

Inchcolm Project is part of an interdisciplinary research project which develops new ways of designing for the moving body across media, by combining aesthetics and design methods from contemporary performance practice and video games. As such, it brought a video game (Dear Esther, The Chinese Room, 2012) to life on a Scottish island (Inchcolm island in the Firth of Forth). During the two hour experience on Inchcolm the audience/players wander freely on the island encountering geo-tagged audio, live music, performers and installation spaces evocative of the game world, a playthrough of the game projected in the 12th century Inchcolm abbey, and an orchestral performance of the video game’s soundtrack (composed by Jessica Curry, arranged by Luci Holland and David Jamieson, performed by Mantra Collective)

Experiencing Authenticity of the House Museums in Hybrid Environments

The paper presents an existing scenario related to the advanced integration of digital technologies in the field of house museums, based on the critical literature and applied experimentation. House museums are a particular type of heritage site, in which is highlighted the tension between the evocative capacity of the spaces and the requirements for preservation. In this dimension, the use of a seamless approach amplifies the atmospheric component of the space, superimposing, through hybrid digital technologies, an interactive, context-driven layer in an open dialogue between digital and physical. The methodology moves on the one hand from the literature review, framing the macro themes of research, and on the other from the overview of case studies, selected on the basis of the experiential value of the space. The analysis of the selected cases followed as criteria: the formal dimension of the technology; the narrative plot, as storytelling of socio-cultural atmosphere or identification within the intimate story; and the involvement of visitors as individual immersion or collective rituality. The paper aimed at outlining a developmental panorama in which the integration of hybrid technologies points to a new seamless awareness within application scenarios as continuous and work-in-progress challenges

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

GRAND CHALLENGE No. 3: DIGITAL ARCHAEOLOGY Technology-Enabled Learning in Archaeology

Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical classroom or online, archaeologists must learn to properly leverage digital technology in order to create enthusiastic, engaging, respectful, and accessible (from-place and in-place) learning environments. This article brings together scholars who are learning to do just that. We apply a usable and easily navigated framework for archaeologists to consider while in either formal or informal educational environments and provide examples of how digital technologies can be applied to satisfy the three “presences”—social/emotional, teaching, and cognitive—required for a successful “community of inquiry” experience in archaeology. Examples are drawn from our personal experiences in North America, Central America, and Europe

A Proposed VR Platform for Supporting Blended Learning Post COVID-19

The COVID-19 pandemic caused a shift in teaching practice towards blended learning for many higher education institutions. This led to the rapid adoption of certain digital technologies within existing teaching structures as a means to meet student access needs. This paper is an attempt to summarise and extend pre-COVID-19 pedagogical research to leverage digital immersive technologies for blended teaching in the post-pandemic era. This paper forms both a review of these methodologies and a case study of the I-Ulysses Virtual Learning Environment as an example of a platform that leverages such immersive digital technologies and employs instrumental use of VR. To further clarify, the purpose of the paper is to describe and propose a distance learning solution with immersive VR qualities; this is what the I-Ulysses environment represents, as the main obstacle to learners of site-specific information during the pandemic has been lack of on-site accessibility. Furthermore, this is of key importance, because Joyce’s novel takes place in historical Dublin, where access to the physical location of the story is indispensable to a reader

Heritage Hubs : Manual for Cultural Heritage Education

Títulos de crédito: Los organismos de financiación han sido: Creative Europe program of the European Union -- Finnish National Agency for Education -- Svenska Kulturfonden -- Winellska skolan, Harjunrinteen koulu, Harjun koulu, Hakkalan koulu, Finland -- Fundación SM, España -- IInstituto de Educación Secundaria Esteban Villegas, Nájera, España -- Ministry of Culture and Information of Republic of Serbia -- Ministry of Education, Science and Technological Development of Republic of Serbia -- Municipality of Grocka, Serbia -- Municipality of Zaječar, Serbi

The Scottish Heritage Partnership Immersive Experiences: Policy Report

No abstract available