Technology-Powered Strategies to Rethink the Pedagogy of History and Cultural Heritage through Symmetries and Narratives

Recent advances in semantic web and deep learning technologies enable new means for the computational analysis of vast amounts of information from the field of digital humanities. We discuss how some of the techniques can be used to identify historical and cultural symmetries between different characters, locations, events or venues, and how these can be harnessed to develop new strategies to promote intercultural and cross-border aspects that support the teaching and learning of history and heritage. The strategies have been put to the test in the context of the European project CrossCult, revealing enormous potential to encourage curiosity to discover new information and increase retention of learned information

Technology-Powered Strategies to Rethink the Pedagogy of History and Cultural Heritage through Symmetries and Narratives

Recent advances in semantic web and deep learning technologies enable new means for the computational analysis of vast amounts of information from the field of digital humanities. We discuss how some of the techniques can be used to identify historical and cultural symmetries between different characters, locations, events or venues, and how these can be harnessed to develop new strategies to promote intercultural and cross-border aspects that support the teaching and learning of history and heritage. The strategies have been put to the test in the context of the European project CrossCult, revealing enormous potential to encourage curiosity to discover new information and increase retention of learned informatio

Reliving the experience of visiting a gallery : methods for evaluating informal learning in games for cultural heritage

When evaluating the effectiveness of gamified app experiences in cultural heritage venues in terms of informal learning outcomes, a core challenge is the complexity involved in assessing intangible measures such as visitors’ appraisal of artwork. A comprehensive summary of the literature for conducting museum visitor evaluations is needed in order to understand how to measure the impact of gamification on user engagement, and the enhancement of the cultural heritage experience on learning. This paper first reviews related literature regarding the application of intrusive versus nonintrusive user evaluation methods, focusing on the REMIND protocol for conducting experiments with museum visitors. We relay our findings when applying the REMIND protocol in four gamified cultural heritage applications in the CrossCult project. Focusing on the assessment of informal learning in an application specifically designed for the visitors of the National Gallery of London, the paper concludes with recommendations, challenges, and future steps in evaluating games for cultural heritage.peer-reviewe

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

How not to return to normal

In a March 2020 article published in Le Monde, Bruno Latour defined the Covid-19 emergency as "the big rehearsal" for the larger disaster to come: one that extends to all forms of life on Earth. The ongoing crisis, in his eyes, becomes both a risk and an opportunity to trial and develop new action plans necessary for the continuation of life. "The pandemic is a portal," wrote author Arundhati Roy a few days later, calling for a more equitable and sustainable post-pandemic future. The pandemic is an opportunity for un-learning and changing direction, particularly in how we approach risk and disaster. The dominant narrative for politicians and the media, however, is one of “returning to normal” as soon as possible, bouncing back, relying on established models of resilience based on the management of economic risk. They are also rehearsing, or modelling, worst- or best-case scenarios. Artists, designers, and institutions are shaping discourses around the growing extinguishment of our resources, but also performing, visualising, simulating and modelling responses to possible risks and imagining resilience differently. Design and art can foster new visions, pilot new modes of communication and knowledge sharing, and drive the interdisciplinary collaborations necessary to address common issues. This panel explores ways in which art and design practices can be mobilized to transform current approaches to risk and disaster in imaginative, sustainable and equitable ways. The papers selected for this session reflect a need to reassess, reframe, and reimagine the roles of museums, art and design, and thus contribute to a space for critical reflection to inform action, strategy, and practices. It is important to remember that our fields are far from immune from being complicit in the creation and reinforcement of the kinds of inequalities and injustices that have been made even more unmistakably clear in the last year: as Sasha Costanza-Shock, author of the book Design Justice, has pointed out, designers are ‘often unwittingly reproducing the existing structure of [...] who's going to benefit the most and who's going to be harmed the most by the tools or the objects or the systems or the buildings or spaces that we're designing.’ The urge to respond in an emergency, whether it's a design challenge in the context of COVID 19 or exhibition on climate change, requires space for critical thinking, inclusive conversation and production. This necessity comes across on the three papers brought together for this panel, and in the opening presentation by Emily Candela and Francesca Cavallo

Ecocinema Theory and Practice 2

This second volume builds on the initial groundwork laid by Ecocinema Theory and Practice by examining the ways in which ecocritical cinema studies have matured and proliferated over the last decade, opening whole new areas of study and research. Featuring fourteen new essays organized into three sections around the themes of cinematic materialities, discourses, and communities, the volume explores a variety of topics within ecocinema studies from examining specifc national and indigenous flm contexts to discussing ecojustice, environmental production studies, flm festivals, and political ecology. The breadth of the contributions exemplifes how ecocinema scholars worldwide have sought to overcome the historical legacy of binary thinking and intellectual norms and are working to champion new ecocritical, intersectional, decolonial, queer, feminist, Indigenous, vitalist, and other emergent theories and cinematic prac-tices. The collection also demonstrates the unique ways that cinema studies scholarship is actively addressing environmental injustice and the climate crisis. This book is an invaluable resource for students and scholars of ecocritical flm and media studies, production studies, cultural studies, and environmental studies.https://cupola.gettysburg.edu/books/1181/thumbnail.jp

Refugees and Knowledge Production : Europe's Past and Present

Building on research within the fields of exile studies and critical migration studies and drawing links between historical and contemporary ‘refugee scholarship’, this volume challenges the bias of methodological nationalism and Eurocentrism in discussing the multifaceted forms of knowledge emerging in the context of migration and mobility. With critical attention to the meaning, production and scope of ‘refugee scholarship’ generated at the institutions of higher education, it also focuses on ‘refugee knowledge’ produced outside academia, and scrutinizes the conditions according to which it is validated or silenced. Presenting studies of historical refuge and exile, together with the experiences of contemporary refugee scholars, this book will appeal to scholars across the social sciences with interests in forced migration, refugee studies, the sociology of knowledge and the phenomenon of ‘insider’ knowledge, and research methods and methodology.Peer reviewe