Los bienes culturales como patrimonio educativo

Resumen: El patrimonio y los lugares que lo acogen, conservan, y exponen (entendiendo el museo como una referencia particular), se convierten progresivamente en espacios que revisten un papel estratégico, sobre todo en términos formativos. Se trata de una función formativa que se ha construido y se sigue definiendo con la historia de los museos y la individuación de los diferentes sentidos del bien objeto. El museo, considerado como el escenario final para la transmisión y comunicación del conocimiento, se convierte en un modelo cultural de aprendizaje, un lugar privilegiado para la investigación, en el que el visitante, en primer lugar, utiliza el ojo como una herramienta sensorial e intelectual para descubrir los "signos" de los mensajes; y más tarde, para interpretar y revisar el contenido del bien cultural.   Palabras clave: Educación Artística, Educación en Museos, Patrimonio, Historia.  Abstract: More and more Heritage and the places that host, treasure and exhibit it, - with a specific reference to museums - play a crucial role, above all in the educational sphere. A function indeed that has been developing and defining along with the history of museums and the identification of the various meanings of the “asset”. The museum, that has always considered the ideal place where knowledge is be queathed, becomes a cultural model for learning and a privileged context for research. As a matter, this is where we taught to use sight both as a sensory and intellectual tool and to discover the signs of messages as well as to understand and process heritage contents.   Keywords:Arts Education, Museum Education, Heritage, History.http://dx.doi.org/10.7203/eari.7.8158 

Digital environments as third spaces : analyses of simple artefacts in the rooms of the MOdE

With the spread of digital environments that allow the user to design and produce contents, we have asked ourselves whether digital museums can be considered as ‘third spaces’ in which it is possible to exhibit, research, aggregate and re-elaborate, in a shared narrative, materials and experiences coming from different contexts. Conceiving the digital museum as a third space of contamination between formal and informal, presence and distance, real and digital presupposes the rethinking of the functions of the museum itself, capable of connecting both the demands for safeguards and those of accessibility to the cultural heritage, for an access to knowledge that is increasingly open. Starting from these premises, this contribution references the digital museum Museo Officina dell’Educazione (MOdE) as a third space by specifically analysing the digital settings produced by students of the upper secondary schools and by university students

Feedback images in university teaching

Questo contributo vuole fermare l’attenzione sulla gestione dei processi di feedback visivi per promuovere apprendimenti attivi nell’ambito della didattica universitaria. Nello specifico, il focus è rivolto alla produzione di immagini-feedback da parte degli studenti all’interno di piattaforme e-learning, con particolare riferimento al loro impatto sull’apprendimento e sulla dimensione motivazionale. A questo scopo viene presentata una sperimentazione effettuata all’interno di un percorso formativo universitario e-learning, finalizzata a comprendere come i feedback di natura visuale possono sostenere da un punto di vista cognitivo, socio-relazionale ed emotivo il processo di apprendimento degli studenti.This contribution seeks to draw attention to the management of visual feedback processes to promote active learning within the scope of university didactics. Specifically, the focus is on the production of feedback-images by the students in e-learning platforms, with particular reference to their impact of learning and on the motivational dimension. For this purpose, an experimentation is presented within an e-learning university training pathway, finalised to understanding how feedback of a visual nature can support from the cognitive, socio-relational and emotional point of view the students’ learning processes

Didactics towards a Bottom-Up Museum Approach

The educational action to heritage does not consist uniquely in communicating the symbolic and cultural contents, yet and mostly in the possibility of reflecting on the identity of man and his community of belonging, which heritage is an expression of. In such a sense, the museum becomes a welcoming place when it supports an opening attitude to the person through different educational dimensions, among which the intellectual, emotional-relational, ethic and aesthetic ones. Such opening capable of promoting the necessary languages and tools, lets the museum become an institution able to guarantee an accessibility for all and each single person

Representation of learning in the post-digital: students’ dropout predictive models with artificial intelligence algorithms

Within the scientific debate on post-digital and education, we present a position paper to describe a research project aimed at the design of a predictive model for students’ low achievements in mathematics in Italy. The model is based on the INVALSI data set, an Italian large-scale assessment test, and we use decision trees as the classification algorithm. In designing this tool, we aim to overcome the use of economic, social, and cultural context indices as the main factors for the prediction of a learning gap occurrence. Indeed, we want to include a suitable representation of students’ learning in the model, by exploiting the data collected through the INVALSI tests. We resort to a knowledge-based approach to address this issue and specifically, we try to understand what knowledge is introduced into the model through the representation of learning. In this sense, our proposal allows a student’s learning encoding, which is transferable to different students’ cohorts. Furthermore, the encoding methods may be applied to other large-scale assessments test. Hence, we aim to contribute to a debate on knowledge representation in AI tools for education

Service Users as Collaborators in Social Work Practice, Research, and Education

The idea that social work needs to be concerned with thinking and acting in a more collaborative way with the people in need is common around the world. At the international level, codes of ethics and social work principles inspire practitioners, researchers, and educators in bridging the gap between themselves and people in trouble, commonly known as service users. Beyond a common agreement around such principle, to realize collaborative relationships in practice is a challenge that requires prudence, coherence, and methodology. The Relational social work method supports the practical development of participation, collaboration, and reciprocity. Through concepts and examples, this article aims to describe how service users can assume the role of collaborators in social practice, research, and education

Educazione al patrimonio e realtà aumentata: quali prospettive

Several national and international researches report relevant aspects about the application of augmented reality in formal and non-formal educational contexts. In fact the augmented reality takes on a meaningful role in relationship between technologies and learning; its applications support an augmented learning, through the reproduction of specific scenarios which go beyond the theoretical dimension. In particular, this contribution aims to propose a reflection on the relationship between heritage education and augmented reality technologies in reference to a collaborative and shared construction of knowledge on heritage.Diverse ricerche nazionali e internazionali hanno evidenziato aspetti importanti legati all’applicazione della realtà aumentata in contesti educativi formali, non formali e informali.Infatti, la realtà aumentata si inserisce significativamente nella relazione tra tecnologie e apprendimento; le sue applicazioni supportano l'Augmented Learning, attraverso la riproduzione di specifici scenari che vanno oltre la pura dimensione teorica.In particolare, il presente contributo vuole proporre una riflessione sulla relazione tra educazione al patrimonio e tecnologie di realtà aumentata in riferimento a una costruzione collaborativa e condivisa di conoscenze

The observational documentary for the educational professions

The aim of this research is to test the tool Observational Documentary in training educational professionals. We tested this learning tool with the students of the course on Theories and Tools of Didactic Mediation of the Master’s Degree in Pedagogy of the University of Bologna, in this context we showed a video shot into a primary school during an innovative lesson. The experience revealed that this kind of video, portraying real class situations through an immersive experience, is able to create engagement and stimulate interest in educational professions student. There is a limit: the possibility to confuse the reality with the filmic representation. Il documentario di osservazione per la formazione delle professionalità educativeLa ricerca ha avuto come obiettivo la sperimentazione dell’uso di un documentario di osservazione per la formazione iniziale di professionisti dell’educazione. Nell’ambito dell’insegnamento di Teorie e strumenti della mediazione didattica, nel Corso di laurea magistrale in Pedagogia erogato dall’Università di Bologna, abbiamo introdotto sperimentalmente la visione di un filmato autoprodotto e girato in una classe quarta di scuola primaria con un insegnante che attua pratiche didattiche innovative. L’esperienza ha dimostrato che un documentario di questo tipo può essere una leva motivazionale molto efficace per stimolare interesse e attivare meccanismi d’apprendimento, grazie a una struttura video che consente un’esperienza immersiva diretta nella situazione reale della classe. Con un limite: la possibilità di confondere il piano della realtà con quello della rappresentazione filmica

Savia emergente para una entidad histórica. Iniciativas de Chiara Panciroli en la Universidad de Bolonia.

La profesora Chiara Panciroli ejerce como docente e investigadora en el Departamento de Ciencias de la Educación ?Giovanni Maria Bertin? de la Universidad de Bolonia. Estamos hablando de una institución pionera y de prestigio mundial, de hecho, el marco europeo de educación superior lleva precisamente el nombre de esta universidad italiana con relevante calado histórico: el Plan Bolonia. Conocemos las actividades que impulsa Chiara Panciroli desde hace años, especialmente cuando tomó empuje internacional su fomento de la educación patrimonial a través de congresos y publicaciones

MOdE - Museo Officina dell’Educazione: uno spazio aperto per la Didattica digitale

Il MOdE - Museo Officina dell’Educazione è uno spazio tecnologico innovativo le cui principali finalità riguardano l’esposizione, la conservazione e la valorizzazione degli “oggetti”, espressione delle scienze pedagogiche. Nasce come progetto di ricerca nel 2008, in seno al Dipartimento di Scienze dell’Educazione “Giovanni Maria Bertin” dell’Università di Bologna. Le sue principali azioni sono finalizzate all’allestimento di sale espositive interattive dedicate ai differenti ambiti disciplinari delle Scienze dell’Educazione, a sostegno di un dialogo attivo tra studenti e docenti; alla documentazione e diffusione di best practices educative, pubblicate e rese fruibili all’interno di una specifica area di repository. In questo spazio, i visitatori/utenti possono non solo navigare e visualizzare gli oggetti esposti nelle sale/atelier, ma anche costruire sale personali, le cosiddette sale bianche, con materiali (immagini, testi, audio, video) raccolti, costruiti ex novo e inseriti a partire dai propri vissuti. Una sfida ancora aperta è l’utilizzo dei social network come YouTube e dei sistemi interattivi, che consentono di sfruttare i meccanismi comunicativi della rete aprendo però a interessanti questioni etiche.MOdE - Museo Officina dell’Educazione is a digital museum of the Department of Education Sciences “Giovanni Maria Bertin” of the University of Bologna. It performs activities of scientific study and research, cataloguing with a metadata system, educational provision and mediation, besides the organisation of exhibition events with museums and cultural institutions at the national and international level. All the objects/cultural assets of the museum are thus virtually accessible in line with the European standards of museological cataloguing. The main aims of the MOdE concern the exhibition, preservation and valorisation of the “objects,” expression of the pedagogical sciences. Its main actions are finalised to the setting up of interactive exhibition rooms dedicated to the different disciplinary fields of the education sciences, supporting an active dialogue between students and teachers; the documentation and diffusion of the educational best practices, published and made accessible within a specific repository area