Jonas Gardells Torka aldrig tårar utan handskar som kulturellt minne

 Ingår i Temanumret Historiebruk och kulturarv</p

Interview with the Lead Designer Mike Laidlaw and Lead Writer David Gaider (and Lucas Christiansen) at BioWare about the Dragon Age games.

Interview with the Lead Designer Mike Laidlaw and Lead Writer David Gaider (and Lucas Christiansen) at BioWare about the Dragon Age games.264284Bremen

Heritaging and the Use of History in Margit Sandemo’s The Legend of the Ice People

This chapter explores the use of heritage and history in the popular romance series The Legend of the Ice People (1982–1989) by Norwegian-Swedish author Margit Sandemo. The epos is the 47-volume multigenerational saga of a family. The series is here defined as a story world in which Sandemo is the creator, but fans are actively involved in collective negotiations. The use of the past within the series offers interpretations to readers, who are putting the old-fashion modes into up-to-date, concurrent, and contemporary understandings of morality by emerging from the historical past within the series.

Jonas Gardells Torka aldrig tårar utan handskar som kulturellt minne

 Ingår i Temanumret Historiebruk och kulturarv</p

Cultural Heritage and Game Design : A Discussion of Natural Friends

The aim of this chapter is to introduce cultural heritage through the lens of game design. The game industry should be studied within cultural heritagestudies on similar terms that museums, archives and other cultural heritage actors are studied, namely as creators and mediators of cultural heritage

Primary school pupils learning through haptics at historical sites

Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference. Skolbarn relaterar till historiska platse

Primary school pupils learning through haptics at historical sites

Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference