Reconnecting a Fragmented Monument through Digital Mapping: The City Walls of Athens

The fortifications of Athens have been a recurrent theme of archaeological investigation. In the past two centuries, parts of the walls have been located during rescue interventions at numerous sites in the urban fabric. At present, the visibility of the entire monument remains rather low as the traces of the walls are hidden beneath the modern city, marginalized within larger archaeological sites or preserved entirely by record. Despite the high level of scholarly work devoted to synthesize the available material, the volume of information accumulated over the years requires a novel approach that would systematize different types of evidence using digital media. In this respect, we attempt to revisit the city walls of Athens through the use of geospatial technologies. We target the informed development of an efficient GIS platform to record, store, integrate, explore and eventually disseminate resources on the Athenian fortifications. Our research employs published and archival sources (e.g. excavation drawings) in combination with historical maps (e.g. early cadastral maps, first maps of modern Athens) and complementary historical evidence (e.g. writings, illustrations, photography) to locate, document and integrate in space and time available data on lost and surviving fortification remains

Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

A literature review of personalized learning and the Cloud

In order to provide effective application of the Cloud in education it is essential to know how the learning should and could – if needed – be adapted. In this respect the concept of ‘personalising learning’ is frequently used. But what exactly is personalising learning. And how can it be implemented in using the cloud? The aim of WG3 i-Learner of the School on the Cloud network is to investigate this from the point of view of the learner, whereas WG2 i-Teacher looks on the role of the educators, and WG4 i-Future on the technology. The document has two parts: - The first part starts with an evaluation and synthesis of the definitions of personalized learning (Ch. 3), followed by an analysis of how this is implemented in learning style (e-learning vs. i-learning, m-learning and u-learning, Ch. 4) and learning approach (Ch. 5). To implement this an appropriate pedagogy (Ch. 6) is needed. - The second part is an attempt on how to implement this onto the learner of the future (Ch. 7), as well to the learning process and to the learning place. Recommendations are made in Ch. 8

Enseigner les disparités socio-spatiales avec HyperAtlas: le cas de l’Union Européenne

International audienceDans cet article, les possibilités éducatives de programme informatique HyperAtlas sont présentés pour montrer les disparités socio-spatiales qui existent au niveau régional dans l’Union européenne. HyperAtlas est non seulement un outil pour développer la pensée spatiale par l’analyse spatiale. Ce est aussi une ressource éducative à travers laquelle les élèves apprennent à exercer la citoyenneté, à comprendre les problèmes sociaux de caractère territorial et à proposer des solutions. Le texte décrit les objectifs, la méthodologie et les conditions d’expérimentation de HyperAtlas dans la classe de géographie à deux lycées différentes, l’un en Grèce, l’autre en France. Les similitudes et les différences entreces deux expérimentations, mais les conclusions sur l’utilisation de HyperAtlas montrent comment HyperAtlas est un outil pour la recherche de l’espace à l’école

A MOOC designed for Geotechnologies teaching for Cultural Heritage Bachelor and Master students and teachers working in Higher Education institutions : "MappINg Cultural HERitage: Geosciences VAlue in Higher Education" project, Intellectual Output 3

The third Intellectual Output of the MINERVA Project (IO3) is the “MOOC designed for Geotechnologies teaching for CH Bachelor and Master students and teachers working in HE institutions,” and the Moodle MINERVA platform whose expected outcome is to empower learners in a new pedagogical context. This process is expressed by the well-known question: “how can CH teachers benefit from GIS to enhance their student learning? And “how can spatial knowledge and understanding be used to solve problems in CH?”. The challenge lies in the pedagogical content, which needs a different process. On the one hand, tackling the knowledge of geoscience and, on the other hand, using spatial software as an interdisciplinary tool for teaching CH

A MOOC designed for Geotechnologies teaching for Cultural Heritage Bachelor and Master students and teachers working in Higher Education institutions : "MappINg Cultural HERitage: Geosciences VAlue in Higher Education" project, Intellectual Output 3

The third Intellectual Output of the MINERVA Project (IO3) is the “MOOC designed for Geotechnologies teaching for CH Bachelor and Master students and teachers working in HE institutions,” and the Moodle MINERVA platform whose expected outcome is to empower learners in a new pedagogical context. This process is expressed by the well-known question: “how can CH teachers benefit from GIS to enhance their student learning? And “how can spatial knowledge and understanding be used to solve problems in CH?”. The challenge lies in the pedagogical content, which needs a different process. On the one hand, tackling the knowledge of geoscience and, on the other hand, using spatial software as an interdisciplinary tool for teaching CH

A MOOC designed for Geotechnologies teaching for Cultural Heritage Bachelor and Master students and teachers working in Higher Education institutions : "MappINg Cultural HERitage: Geosciences VAlue in Higher Education" project, Intellectual Output 3

The third Intellectual Output of the MINERVA Project (IO3) is the “MOOC designed for Geotechnologies teaching for CH Bachelor and Master students and teachers working in HE institutions,” and the Moodle MINERVA platform whose expected outcome is to empower learners in a new pedagogical context. This process is expressed by the well-known question: “how can CH teachers benefit from GIS to enhance their student learning? And “how can spatial knowledge and understanding be used to solve problems in CH?”. The challenge lies in the pedagogical content, which needs a different process. On the one hand, tackling the knowledge of geoscience and, on the other hand, using spatial software as an interdisciplinary tool for teaching CH

A MOOC for teaching geotechnologies for cultural heritage in higher education contexts

International audienceHumanities and Arts academic programs show a lack of knowledge related to Geotechnologies as useful tools for studying, managing and valorizing Cultural Heritage. Training programs of History, History of Art, Archaeology and Humanities generally do not include specific courses of GIS and Remote Sensing and do not contribute to develop specific skills in spatial knowledge or digital representation. There are no relevant online courses in Europe, as well as teaching materials (Open Educational Resources) on geotechnologies for Cultural Heritage. The MINERVA project (MappINg. Geosciences VAlue in Higher Education, Erasmus+ KA2) aims to promote and develop innovative methods and tools for teaching geotechnologies in Higher Education contexts. The project deals with the updating and development of e-learning materials, didactic methodologies and tools in the field of geotechnology for CH, in particular focusing on Open Educational Resources through an open access and free MOOC (Massive Open Online Courses) web learning platform. This is particularly relevant in the present pandemic context where effective remote learning (and working) tools and platforms are required. The first output of the project is a framework focused on the key-competences needed by learners defined from a detailed matchmaking comparison between the European labour market and the existing academic profiles offered by European universities and related to the Cultural Heritage sector. The project involves research teams of the Université Jean Monnet Saint-Etienne (France), the Society for the study of Ancient Topography – Dipylon (Greece), the Univerzitet u Nišu (Serbia), the Znanstvenoraziskovalni Center – Slovenske akademije znanosti in umetnosti (Slovenia) and the Universidad de Castilla – La Mancha (Spain)

Face to global change : a university challenge

Preparing young people to cope with global change is one of the challenges facing universities. The aim is to mitigate these phenomena by informing people, building their resilience and their capacity to adapt to it (Mochizuki & Bryan, 2015). How is the topic addressed in the curriculum? How to develop a cross-curricular approach to global change education? These two questions are at the heart of V-Global project (Erasmus Plus Program 2021-1-FR01-KA220-HED-000023242). To answer these questions, we interviewed 25 higher education teachers from different European countries (France, Germany, Greece, Spain, Portugal, UK). We analyzed the geography curriculum of four universities: Universität Hamburg, UNED, National Technical University of Athens; Université Paris Cité. These cross-analyses have made it possible to highlight the diversity of ways of integrating global change into the curriculum and teaching practices. These analyses also show that the place for ESD is uncertain. We will conclude this presentation on possible strategies for developing a global change curriculum at the university

Face to global change : a university challenge

Preparing young people to cope with global change is one of the challenges facing universities. The aim is to mitigate these phenomena by informing people, building their resilience and their capacity to adapt to it (Mochizuki & Bryan, 2015). How is the topic addressed in the curriculum? How to develop a cross-curricular approach to global change education? These two questions are at the heart of V-Global project (Erasmus Plus Program 2021-1-FR01-KA220-HED-000023242). To answer these questions, we interviewed 25 higher education teachers from different European countries (France, Germany, Greece, Spain, Portugal, UK). We analyzed the geography curriculum of four universities: Universität Hamburg, UNED, National Technical University of Athens; Université Paris Cité. These cross-analyses have made it possible to highlight the diversity of ways of integrating global change into the curriculum and teaching practices. These analyses also show that the place for ESD is uncertain. We will conclude this presentation on possible strategies for developing a global change curriculum at the university