Archivi categoria: Contesti

SMartART

This app brings interactive information about artworks to museum or gallery visitors just by taking a picture. This background information is accessible also off-line. Therefore SMartART allows its users to enjoy the images during their visit but also afterwards and easily share and recommend them with their family and friends via social networks, such as Instragram, Facebook or Twitter. In this way it is possible to create a personal storytelling of the museum experience.

Users are strongly engaged and inspired. Their curiosity of gaining more information grows instantly.

This app represents an important advantage for museums and exhibitions in order to reach broader target groups and spread information more easily. Therefore, museums can improve its management and valorisation, keeping track of user interactions inside and outside the museum and reach a greater visibility of their collections.

SMartART has been presented by Paolo Mazzanti and Roberto Caldelli during the European Culture Forum 2013 in Brussels where it became the winner of “Make Culture” in the category @diversity in an European Competition.

 

Questa App consente di ottenere informazioni interattive su un oggetto museale, un museo o una galleria, semplicemente scattando una foto. Le informazioni di base circa l’oggetto fotografato sono disponibili anche offline, consentendo agli utenti di godere delle informazioni aggiuntive anche in assenza di rete internet. Le informazioni restano disponibili durante e dopo la visita e possono essere condivise tramite i maggiori Social Network (Instragram, Facebook o Twitter). Tramite la condivisione delle opere d’arte e delle informazioni a esse connesse è possibile creare una personale narrazione (storytelling) della visita al museo o alla galleria d’arte.

L’uso della app promuove l’impegno dell’utente e la sua curiosità in merito agli oggetti visionati. Inoltre, SMartArt costituisce uno straordinario mezzo di comunicazione di informazioni aggiuntive da parte dei musei che possono migliorare la gestione e la valorizzazione del patrimonio culturale posseduto, nonché amplificare la visibilità esterna delle proprie collezioni.

SMartART è stata presentata da Paolo Mazzanti e Roberto Caldelli durante l’European Culture Forum del 2013 a Brussels, vincendo il premio Europeo “Make Culture” nella categoria @diversity.

SMartART

 

SMartART – Quando le immagini parlano di arte

SMartART è un’app che permette agli utenti di reperire informazioni su un’opera d’arte attraverso una semplice foto!

Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Classroom
  • Museum
  • At home
Languages
  • English
  • Italian
Age 6 to 12 years
Keywords
  • app
  • smartphone
  • digital tools
  • mobile
  • Storytelling
Submitted by

 

Digital Storytelling

Digital Storytelling is a versatile methodology that supports teachers to integrate technology into learning and encourages students to address gaps in their understanding, think more deeply about a specific topic, foster active learning and become creative storytellers.
Students are guided in a 5 steps process (Briefing, Writing, Recording, Editing, Sharing) to make their own digital stories, starting from biographies, histories, visit to heritage sites.

Courses: This approach can be applied in a wide range of courses / subjects such as:

  • Science
  • Design and technology (ICT)
  • History
  • Geography
  • Art and design
  • Music
  • PSHE (personal, social and health education)
  • Citizenship

Participants: we suggest to have one facilitator / teacher for a group of 8 to 10 students

Plan of activities: There are several methods by which to conduct Digital Storytelling activities but generally speaking the DS process follows the path illustrated below:

1) Briefing

Often known as the gathering, where potential storytellers are introduced to the concepts, processes and some examples of DS. This is a chance for storytellers to mix with each other and with their trainers.

2) Writing

Normally the writing process starts with a ‘storytelling circle’. This session is designed to bond storytellers as a group and to tease out of them their innate powers of storytelling. The storytelling circle can be tailored to suit variable time slots between 2 and 4 hours. The ultimate goal is to get scripts drafted and finalised ready for voice recording.

3) Recording

This is the point at which the technical aspects of DS begin. Both the technical quality and the ‘feel’ of the voice recording are vital to the success of a DS. Some skill and judgment is required by the trainer to pick the right room and to settle the storyteller ready for the recording. Included in the ‘recording’ phase is the capturing of images and the gathering of any music track or sound effects.

4) Editing

There are several forms of editing required to produce a DS:

• the recorded voiceover track needs to be gapped and mistakes removed

• photographs need to be edited, especially if they have been scanned

• the edited soundtrack, edited photos and titles are combined to create an edit of the DS.

It is easy to underestimate the amount of work that goes into an edit. It’s predominantly a technical process but the creative aspects are crucial to the production of a successful story. Once the edit is finished, the DS is exported as a completed movie file, for sharing.

5) Sharing

Storytelling is a multidirectional process, so every story should be shared. Three ways to share stories are:

• Burn a DVD and show family and friends

• Put them on a website, like Vimeo or YouTube

• Hold a screening event

Utilities:

  • Computers w/Web access
  • Tools for audio editing (see for example Audacity)
  • Tools for video editing (see for example WeVideo)

Our experience: The School of the Arts, English and Drama at Loughborough University is involved in a range of projects which explore the role of storytelling in today’s digital world. Our experience suggests that the role of emotion in the digital storytelling process is central to the promotion of ‘embodiment’, a specific form of knowledge that exists in ‘the telling of stories with emotional meaning’. Furthermore, as we are utilising technologies in what is generally a ‘seven-steps’ narrative process (Lambert, 2010), we are keen to explore the process of transformation from data to information, and then to a form of knowledge which has a specific focus on the ‘sharing’ phase: a moment when students’ voices, especially the voices of ‘quieter students who do not speak up so readily in class’ may be amplified (Lowenthal 2009).   We propose, therefore, that digital storytelling can generate and facilitate a new kind of knowledge, especially when considering the distance between the contemporary learner and the historic object or event. For this, the ability to identify and differentiate between the five dimensions of historical learning (time, characters, representation, location, involvement) are important, and an opportunity to achieve this is presented in practice-based storytelling workshops where we can explore how people distinguish these dimensions differently. For this reason, we are arguing that digital storytelling enables us to share different perspectives, and collectively create a new knowledge. ‘Storytelling’ relates to a form of teaching where narratives and experiences are shared to develop knowledge.  In development, digital storytelling brings a new aspect to this learning through the potential to include media forms in that process. If we consider the centrality of interaction, with the assumption that ‘storytelling’ and ‘story-listening’ have equal ‘status’ in the process, then it’s important to acknowledge that during the digital storytelling process the audience is never passive. Listeners are always involved in a sort of feedback-loop that is part of the digital storytelling approach, resulting in mutual learning between the creator of the story and the spectator.

* Part of this content has been adapted from the “DS guide training manual on EU-enlargement topics” for the final publication of the European funded “DeTales” project (http://www.detales.net/wp/)

Digital Storytelling (Digitaal verhalen vertellen)
Digital Storytelling is een zeer veelzijdige en efficiente methode die leerkrachten kan helpen bij het integreren van technologie in het leerproces. Digital storytelling kan helpen om de leerlingen aan te moedigen en te motiveren om de leemtes in hun kennis aan te spreken, om anders en dieper na te denken over een specifiek onderwerp, of om op een actieve manier te leren en zo creatieve verhalenvertellers te worden.

De leerlingen wordenbegeleid doorheen een 5-stappen proces: Uitleg van de opdracht, Schrijven, Opnames maken, Monteren en assembleren, Delen en publiceren. De opdrachten kunnen te maken hebben met bijvoorbeeld biografie-en, feiten en verhalen uit de geschiedenis of een bezoek aan een erfgoed site.

Digital Storytelling
‘Digital Storytelling’ e’ una metodologia versatile che puo’ aiutare gli insegnanti a integrare le tecnologie nel processo di apprendimento e incoraggia gli studenti a colmare lacune nella loro comprensione, a riflettere maggiormente su un argomento specifico, a rafforzare l’apprendimento attivo e a diventare creativi storyteller.
Gli studenti sono guidati in un processo che viene distinto in 5 fasi (Briefing, Writing, Recording, Editing, Sharing) per creare la propria storia digitale, partendo da biografie, lezioni di storia, visite a siti culturali o musei.

Type
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Age 6 to 12 years
Keywords
  • Storytelling
  • Video making
  • creative writing
Submitted by
 

Heritage App

The ErfgoedApp allows over 1,700 museums and heritage organizations in Flanders and Brussels to provide multimedia information to their visitors using innovative technology. The possibilities are extensive, thanks to the flexibility with which new information can be created. The ErfgoedApp offers numerous opportunities but its most important feature is that the user can always see the additional information in a simple way and without technical problems. Additional information on heritage is made visible only when the user scans a code or receives a push message from a Heritage Beacon. The app works on the basis of the latest technologies such as iBeacons and augmented reality. Heritage workers or educational directors in musea or on heritage sites can easily create their own augmented or virtual reality media to augment visits. The user only requires a smart phone with the (free) ErgoedApp installed. A manual and training opportunities are available to assist content providers. 

Courtesy: ErfgoedApp

 

Because the App makes use of the (user’s own) smartphone, it is easy to see how it can be combined in scenarios where all other phone functionailities such as tracking, quizzes, recording, commenting, analysing etc are addressed as competences. The learning content creatpr has endless possibilities to challenge and entertain the learner.

ErfgoedApp

Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Instruction / assignment
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Museum
  • Heritage site
Languages
  • English
  • Dutch
Age 10 to 12 years
Keywords
  • app
  • smartphone
  • augmented reality
  • digital tools
  • creativity
  • mobile
Submitted by
 

News school report – creating and writing a news report, supported by BBC

BBC School Report

BBC News School Report gives 11-16 year-old students in the UK the chance to make their own news reports for a real audience.
Using lesson plans and materials from the project website, and with support from BBC staff and partners, teachers help students develop their journalistic skills to become School Reporters.

School Report was recognised across Europe in winning the MEDEA Professional Production Award 2010 and Overall Award Winner 2010.
The project won the Royal Television Society (RTS) award for Innovation in Education 2008. It was shortlisted for the Innovation in Journalism award 2007.
School Report was nominated for a Children’s Bafta in the Secondary Learning category in 2007 and 2008.

Many teachers have said that taking part in School Report supports all sorts of learning for instance by helping students develop their ability to work in teams, manage their time, conduct independent enquiries, communicate effectively and think critically.
It is also a chance for students to discuss the responsibilities involved in broadcasting their work to a world wide audience.

*[source: http://news.bbc.co.uk/1/hi/school_report/5273684.stm

News School Report – Een leerervaring, aangereikt door de BBC, hoe een nieuwsitem te maken en schrijven.

Uitgaande van deze ervaring, helpen leerkrachten leerlingen hun journalistieke vaardigheden te ontwikkelen door schoolverslaggevers te worden.
Leerlingen zoeken uit internationaal, nationaal of lokaal nieuws informatie om aan te werken, maken aantekeningen en opmerkingen, bereiden een interview voor en leren hoe ze dit bewerken tot een nieuwsbericht.

News School Report – Un’esperienza condotta dalla BBC per imparare a creare un notiziario televisivo

Partendo da questa esperienza, gli insegnanti possono aiutare gli studenti a sviluppare le loro competenze giornalistiche per diventare ‘School Reporter’. Gli studenti cercano informazioni su notizie internazionali, nazionali o locali sulle quali lavorare, prendono nota dei loro commenti, preparano le interviste e imparano a creare un notiziario.

Type
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
Languages
  • English
Age 11 years
Submitted by

 

StoryWriter – A digital tool for collaborative storytelling

Students can use various digital tools to co-write stories in groups, starting from subjects already studied individually.
We suggest using StoryWriter as a complementary tool to the Digital Storytelling process.

Courses:

  • History
  • Geography
  • Art
  • Music
  • PSHE (personal, social and health education)
  • Citizenship

Goals:

  • Demonstrate understanding of contents
  • Construct various forms of stories
  • Develop confidence as a writer
  • Cooperate with other students

Duration: Approximately 3+ class periods

Plan of activities: There are various tools to co-write stories in groups; just to give an example, see the steps suggested by ‘BoomWriter’ for a Poetry Month Lesson Plan on www.boomwriter.com

Utilities:

  • Computers w/Web access
  • Registration on www.boomwriter.com (free)
StoryWriter – Een digitale tool voor collaborative storytelling
Studenten kunnen diverse digitale tools gebruiken om in een groep samen aan verhalen te schrijven op basis van hun individuele onderzoek.
StoryWriter wordt aanbevolen als een aanvullend instrument in het proces van Digital Storytelling.
StoryWriter – Uno strumento lo storytelling collaborativo
Gli studenti possono usare vari strumenti digital per collaborare nella scritture di storie in gruppo, a partire da un tema gia’ studiato individualmente. Suggeriamo di usare StoryWriter come strumento complementare al processo di Digital Storytelling.

Type
  • Tool
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Signpost (introduce, set the scene, chapterise…)
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Keywords
  • Storytelling
  • creative writing
Submitted by
 

Audacity – Free software for audio recording

Audacity is a free, easy-to-use, multi-track audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. The interface is translated into many languages.

We suggest using it during the ‘Recording’ and ‘Editing’ phases of the Digital Storytelling process to record the voice of the storyteller and edit the soundtrack.

You can use Audacity to:

  • Record live audio
  • Record computer playback on any Windows Vista or later machine
  • Convert tapes and records into digital recordings or CDs
  • Edit WAV, AIFF, FLAC, MP2, MP3 or Ogg Vorbis sound files
  • AC3, M4A/M4R (AAC), WMA and other formats supported using optional libraries
  • Cut, copy, splice or mix sounds together
  • Numerous effects including change the speed or pitch of a recording

See here the complete list of features: http://www.audacityteam.org/about/features/

* This content has been adapted from http://www.audacityteam.org/

Watch a tutorial here:
https://www.lynda.com/Audacity-training-tutorials/1432-0.html

 

Audacity – gratis software voor audio-opname
Audacity is een gratis, open source, cross-platform software toepassing voor het opnemen en bewerken van geluiden. Audacity kan gebruikt worden gedurende de stappen ‘Recording’ en ‘Editing’ van het Digital Storytelling proces. Met Audacity kan je bijvoorbeeld de stem van een verteller opnemen of een soundtrack met muziek en geluiden toevoegen. Daarna kan alles bewerkt worden tot een luisterspel of een podcast.

De interface is zo goed als alle gangbare talen beschikbaar.

Audacity – Un software gratuito per la registrazione audio
Audacity e’ un software gratuito, open source, che puo’ essere usato con diversi sistemi operativi, per la registrazione e l’editing dei file audio. Suggeriamo di usarlo nella fase ‘Recording’ del processo di Digital Storytelling per registrare la voce dello storyteller e per modificare la traccia audio.

Il software e’ disponibile in diverse lingue.


Type
  • Tool
Usage
  • Recording / collecting
Learning activities
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
  • Dutch
  • Italian
Age 11 to 12+ years
Keywords
  • Storytelling
  • Audio recording
Submitted by
 

WeVideo – Cloud-based video creation platform

WeVideo is an easy to use web based platform to create and share videos. It is ideal for digital storytelling workshops and collaborative projects.

There is a free version – we recommend thhis trial version to explore the potential of this tool and to see if this is what you need – and a version with an educational licence. This license allows the teacher to create a virtual classroom where students can collaborate and be supported by the teacher.

The only ‘disadvantage’ of this platform is that it requires a very good and reliable internet connection to avoid troubles during the editing phase.

The annual subscription for the ‘Educational licence’ includes: 1 hr publishing time per user, 10GB per user, 50 user licenses, all the advanced features. This ‘Educational licence’ costs $399 per year.

WeVideo allows students and teachers to work together on the same video project, make changes, provide feedback, and explain their visual thinking during the creation process, while keeping the student’s data private.

Voice and video recording is embedded in the platform and other digital files that have been uploaded can be integrated with the new recordings.

The platform includes two video editing modes: the ‘story-board mode’ and the ‘timeline mode’. Both options are well explained in video tutorials available on the website in order to help the students to choose the best option. Students have the ability to make creative decisions, demonstrating understanding and mastery of concepts. They can start with the simplified Storyboard editor and work up to the more advanced Timeline editor with video tutorials to guide them along the way.

In the free (trial) version, the only option is to share the videos on the WeVideo website. With the ‘Educational licence’ it is possible to download the files and to share those on YouTube or Vimeo without the watermark of the application.

Learn more on how to create videos through tutorials, lessons, tips made by the WeVideo team https://www.wevideo.com/academy. On the same page, you will find more information about all the features that the specific licence of WeVideo for Education offers.

Courses: This tool can be used in a wide range of courses / subjects such as:

  • Science
  • Design and technology (ICT)
  • History
  • Geography
  • Art and design
  • Music
  • PSHE (personal, social and health education)
  • Citizenship

Plan of activities: WeVideo can be applied in the ‘Recording’, ‘Editing’ and ‘Sharing’ phase of the Digital Storytelling approach.

*This content has been adapted from https://www.wevideo.com/schools

WeVideo – Online video platform
WeVideo is een gebruiksvriendelijke en gemakkleijke online toepassing voor het maken van video’s. Deze toepassing kan gebruikt worden tijdens de stappen ‘opname’ en ‘bewerking’ van het Digital Storytelling proces.
Omdat WeVideo cloud-gebaseerde is, is het mogelijk om met verschillende mensen tegelijk aan hetzelfde project te werken vanop verschillende toestellen: de bestanden (audio, foto’s, video’s …) blijven online (in de cloud) en moeten dus niet op het toestel gedownload worden.
WeVideo – Una piattaforma online per la creazione di video
WeVideo e’ una piattaforma collaborativa per la creazione dei video, che consente il salvataggio e la condivisione dei file online. Suggeriamo di usarla nella fase di ‘recording’ (registrazione) del processo di ‘Digital Storytelling’.
Poiche’ tutto viene salvato online (sul cloud), e’ possibile lavorare sullo stesso progetto da diversi dispositivi o computer senza dover trasferire i file (audio, immagini…) gia’ caricati sulla piattaforma.

Type
  • Tool
Usage
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Keywords
  • Storytelling
  • Video making
  • Video editing
Submitted by
 

InHerit, heritage interpretation course materials

Heritage-interpretation is a form of non-formal learning through proposing significant data about a site to the public. It draws cognitive and emotional relationships between the visitors and what they can discover in a particular place: a reserve, a historic site, a museum etc. It reveals deeper meanings, relationships and insights via active experience and illustrative media rather than merely passing on facts. InHerit aims to build heritage staff capacity for competence oriented non-formal learning in inspiring contexts that improve the adult learning potential at heritage sites through professional development of managers and educators at these sites. In-service training courses at European and national level shall further their competences to realize the full potential of Heritage Interpretation for non-formal and informal learning.

The course materials are available in different languages and include a complete set of materials that will be used for the HI training courses. The most useful for teachers amongst these are:

  • Training Manual: A manual for tutors with a range of interactive methods such as role play, proposals for discovery based learning through small group project etc.
  • E-book: Digging Deeper: Exploring the Philosophical Roots of Heritage Interpretation

InHerit, lesmaterialen over de interpretatie van erfgoed

InHerit is een Grundtvig multilateral project over de interpretatie van erfgoed. InHerit wil de interpretatie van erfgoed inzetten als instrument om het onderwijs ter plaatse meer effectief, interessant en efficient te maken. Ook wil InHerit erfgoed (materieel en immaterieel, natuurlijk en gecreeerd) neerzetten als de ideale plek om tot leren te komen. Deze web site verschaft handleidingen, aanbevelingen, beleidsdocumenten voor leerkrachten en voor opleiders van lesgevers, om hen te helpen bij het ontwikkelen van les programma’s voor erfgoed interpretatie.

InHerit, materiali didattici per l’interpretazione del patrimonio culturale

InHerit è un progetto europeo ‘Grundtvig multilaterale’ sull’interpretazione del patrimonio culturale. InHerit intende presentare l’interpretazione del patrimonio culturale come uno strumento ideale e un approccio per rendere più efficace e interessante l’apprendimento basato su un luogo specifico. Il progetto si propone inoltre di presentare il patrimonio culturale (tangibile e intangibile, quello naturale come quello costruito dall’uomo) come lo spazio ideale di apprendimento per sviluppare le competenze chiave. Il sito fornisce manuali, linee guida, documenti indirizzati agli insegnanti e ai docenti formatori per supportarli nello sviluppo di programmi educativi per l’interpretazione del patrimonio culturale.

Type
  • Practise
Usage
  • Instruction / assignment
Context
  • Classroom
  • Museum
  • Heritage site
Languages
  • English
  • Dutch
Keywords
  • training
  • heritage education
  • interpretation
  • train the trainer
Submitted by

 

Kamp Amersfoort

Courses

  • History, geography, Dutch language

Kerndoelen

  • Kerndoel 2
  • Kerndoel 47
  • Kerndoel 51
  • Kerndoel 52

Goals

  • Pupils work with historical sources and make use of a digital timeline
  • Pupils gather information about the time of World War II
  • Pupils think about the relation between the environment and the situation of Kamp Amersfoort
  • Pupils present information by using digital applications

Participants

  • 25 children

Duration

  • Activity 1: 2 hours
  • Activity 2: 2 hours
  • Activity 3: 2 hours

Plan of activities

  • Activity 1: during the preparatory lesson before the actual trip, children received= general information about World War II and get acquainted with the use of the tablet and the different applications.
  • Activity 2: during the field work trip, the groups visit different sites in the camp and thereby make use of all different kind of applications (like Aurasma, IMovie, PicCollage, Inote and AudioMemos) for tracking, for gathering information and for receiving instruction. Thereby they were able to solve the mystery related to the field trip, on how Gerrit Kleinveld, an important member of the Dutch resistance who was caught and imprisoned at Kamp Amersfoort, was able to escape.
  • Acitivity 3: in the concluding lesson the different groups make a presentation, based on the outcomes of the visit to the camp, on how Gerrit Kleinveld was able to escape Kamp Amersfoort. Of course, by using different kind of applications.

Utilities

  • One mobile device per group (of four pupils)
  • Selection of different kinds of digital applications to be used before, during and after the field trip

Kamp Amersfoort

Vakken

  • Geschiedenis, aardrijkskunde en Nederlandse taal

Kerndoelen

  • Kerndoel 2
  • Kerndoel 47
  • Kerndoel 51
  • Kerndoel 52

Doelen

  • Leerlingen werken met historische bronnen en maken gebruik van een digitale tijdbalk
  • Leerlingen verzamelen informatie over de tijd van de Tweede Wereldoorlog (tijdvak 9)
  • Leerlingen denken na over de relatie tussen de omgeving en het werkkamp
  • Leerlingen presenteren informative met behulp van digitale applicaties

Deelnemers

  • 25 leerlingen

Duration

  • Activiteit 1: 2 uur
  • Activiteit 2: 2 uur
  • Activiteit 3: 2 uur

Tijdschema

  • Activiteit 1: tijdens de voorbereidende les op het bezoek aan het kamp, ontvangen de leerlingen algemene achtergrondinformatie over de Tweede Wereldoorlog en oefenen ze in het werken met de tablet en de diverse applicaties die tijdens het bezoek aan het kamp worden ingezet. 
  • Activiteit 2: tijdens het bezoek aan het kamp, bezoeken de leerlingen in groepen diverse onderdelen van het kamp. Bij elke stop ontvangen ze een opdracht, waarbij diverse applicaties (zoals Aurasma, IMovie, PicCollage, Inote en AudioMemos) in worden gezet. Door de verschillende opdrachten uit te voeren zijn de leerlingen in staat om het mysterie, namelijk hoe Gerrit Kleinveld, een belangrijk lid van het Nederlands verzet, uit kamp Amersfoort wist te ontsnappen.
  • Activiteit 3: in de afsluitende les maken de verschillende groepen een presentatie, gebaseerd op de opbrengsten van hun bezoek aan het kamp. Ook hierbij maken ze gebruik van diverse applicaties.

Materialen

  • Eén tablet per groep leerlingen 
  • Selectie van diverse applicaties die voorafgaand, tijdens en na afloop van het bezoek aan kamp Amersfoort worden ingezet

Il Campo Amersfoort

Gita ad uno dei campi di lavoro della seconda guerra mondiale, durante la quale i ragazzi usano dei tablet e lavorano utilizzando varie applicazioni, ad esempio Aurasma, IMovie e AudioMemos.

Type
  • Tool
  • Practise
Usage
  • Tracking / mapping / routing
  • Instruction / assignment
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Signpost (introduce, set the scene, chapterise…)
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
  • Heritage site
Languages
  • English
  • Dutch
Age 10 to 12 years
Keywords
  • fieldtrip
  • augmented reality
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Scatt-Arte – Photos of art

Smart devices can be used to engage children to explore the museum and take pictures of objects that attract their attention. Pictures can then be downloaded (via Bluetooth) to a shared screen that the teacher uses for showing and discussion. This allows the use of the individual initiative of the child as the starting point to research a topic, which ensures a greater and longer impact on their memory. Furthermore, this allows to drive their compulsive picture-taking into a useful task with a purpose.
Often children have their own smartphone and it is a challenge for the educators to divert the attention of the children from their phones. Very often, taking pictures is interpreted by the child as a group game, seldom giving importance to the picture itself.
An activity that comprises picture-taking with these devices (instead of fighting against the smart phones), can open the student’s mind to perceive such device not just as a toy but also as a working and learning instrument.

Subjects that can apply: Art, Technology, History, Religion, Italian, Geography, Science
General learning objectives:
1. Expand and / or deepen the knowledge base on a specific theme
2. Highlight a cultural site’s function as an active center of learning and education
3. Develop observation and critical thinking skills and competences
4. Educate to know and respect cultural heritage as a patrimony of the community

Specific learning objectives:
a. Use photographic language and techniques to enhance awareness on cultural heritage and its protection
b. Stimulating an aware and conscious observation, through the photographic lens
c. Identify photography as a documentation tool

Number of participants: up to 30 students
Duration: from 2 to 3 hours
Activity Structure:

Introduction on the role of photography for scientific research in the artistic and archaeological field.
Basics of photography (choice of the subject, framing, image composition, perspective and depth of field, use of light), and analysis of the most common and frequent mistakes.
Invitation to choose a subject to be photographed inside the museum, allowing the children to move freely and giving them a time limit to return to the meeting point (about 5 minutes).
At the end you will be able to download photos via USB cable or Bluetooth or e-mailing them to the computer that will be used for the display.
The teacher can analyze the photos with the children, using them as a starting point to elaborate on the subject captured. The students will be able to choose where to place their photo in a larger composition made by means of any imaging software, such as Paint .
Tools: A computer with Bluetooth and / or USB port and cable, students use their own smartphones or cameras (if not all learners have one, organise the group into pairs).

Scatt-Arte – Foto’s van kunst
Slimme apparaten kunnen voor kinderen speelgoed worden waarmee ze vertrouwd zijn. De lesgever kan kinderen helpen hen te leren ervaren hoe zulk een slimme device ook een gereedschap kan worden om op een speelse manier te leren.
Scatt-Arte – Le foto dell’arte

Usare dispositivi intelligenti e digitali può essere un metodo efficace per invitare i bambini ad esplorare il museo. Invitati a scattare foto degli oggetti museali che attirano la loro attenzione, bambini e ragazzi collezionano durante la visita al museo o al sito archeologico delle immagini che, tramite dispositivo Bluetooth, possono essere condivisi su uno schermo comune e utilizzati come fonti di dibattito e punto di partenza per una lezione dialogata.

Questo permette di utilizzare l’iniziativa individuale del bambino come punto di partenza per ricercare un argomento, garantendo un impatto più durevole nella memoria e nell’apprendimento in generale. Inoltre, questa pratica permette di guidare l’azione compulsiva di scattare foto trasformandola in un compito utile.

Spesso i bambini e i ragazzi possiedono un proprio smartphone ed è una sfida, soprattutto dell’educatore museale, deviare l’attenzione da esso durante una visita didattica all’interno di un museo o di un sito archeologico. E spesso scattare foto è interpretato da un bambino come un gioco di gruppo, dando poca importanza alla immagine stessa.

Un’attività che comprende la qualità dello scatto con un dispositivo tecnologico apre la mente dello studente di percepire questo non solo come gioco, ma come strumento di lavoro.

Materie coinvolte: Arte, Tecnica, Storia, Religione, Italiano, Geografia, Scienza

Obiettivi didattici generali:

  1. Ampliare e/o approfondire la base di conoscenze su un tema specifico
  2. Potenziare la funzione dell’area archeologica come centro attivo di cultura e di educazione
  3. Sviluppare la capacità di osservazione e di critica
  4. Educare alla conoscenza e al rispetto del patrimonio archeologico come bene della collettività

Obiettivi didattici specifici:

  1. Utilizzare il linguaggio e le tecniche fotografiche per potenziare la sensibilizzazione al bene archeologico e alla sua tutela
  2. Guidare un’osservazione consapevole attraverso l’occhio dell’obiettivo fotografico
  3. Individuare e distinguere la fotografia come strumento di documentazione archeologica, dalla personalizzazione della fotografia libera e creativa

Numero di partecipanti: fino a 30 studenti

Durata: da 2 a 3 ore

Struttura dell’attività: Introduzione al ruolo della fotografia per lo studio scientifico in campo artistico ed archeologico.

Nozioni basilari per eseguire una fotografia “corretta” (scelta del soggetto, inquadratura, composizione dell’immagine, prospettiva e profondità di campo, uso della luce) e analisi degli errori più comuni e frequenti.

Invito a scegliere un soggetto da fotografare all’interno del museo, lasciando i ragazzi muoversi liberamente e dando loro un limite di tempo per tornare al punto di incontro (circa 5 minuti).

Al termine sarà possibile scaricare le foto per mezzo di cavi usb oppure di bluetooth o ancora spedendole al computer che verrà utilizzato per la composizione.

L’insegnante potrà analizzare le foto insieme ai ragazzi, prendendole come spunto per approfondire il soggetto ritratto e i ragazzi potranno scegliere dove collocare la loro foto all’interno di una composizione più grande fatta per mezzo di un qualsiasi software di gestione immagini, ad esempio Paint.

Strumenti: Un computer con bluetooth e/o porta e cavo usb, gli smartphone dei ragazzi (se qualcuno non ce l’ha, organizzare il gruppo in coppie).


Type
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Museum
  • Heritage site
Languages
  • English
Age 9 to 12 years
Keywords
  • Photography, photos, pictures, smartphone, tablet, exploring, observing
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