Archivi categoria: Lingue

MOOCs, critical thinking and museum education

MOOCs, il pensiero critico e educazione museale

L’acronimo MOOC sta per Massive Open Online Courses, corsi online ad accesso libero e gratuito pensati per la formazione a distanza che coinvolga un numero elevato di utenti. I MOOC sono parte integrante e tra i prodotti digitali più interessanti delle Open Educational Resources (OERs), strumenti che stanno assumendo un peso sempre maggiore nelle politiche educative di molti Paesi. Grazie a tale tipo di corso online (corso che si presta ad essere impiegato nei molti campi del sapere scolastico e non) gli student possono acquisire delle informazioni preliminary prima della visita al museo e/o sito archeologico. Nel contempo, I docente e gli educatori museali possono creare percorsi di apprendimento costruiti in modo rigoroso dal punto di vista didattico e dei contenuti, al fine di promuovere l’interesse verso le tematiche e gli oggetti museali legati a determinati siti culturali su un largo bacino d’utenza.

Nello specifico, gli alunni di scuola primaria possono promuovere le loro competenze digitali attraverso la partecipazione a MOOC creati dai loro medesimi insegnanti e, contemporanemante, acquisire le informazioni necessarie prima di una visita al museo.

La durata ottimale di un corso MOOC per alunni di scuola secondaria è di circa 1 mese: esso, fruibile a distanza, deve essere compost da almeno due video e due schede di aprofondimento delle conoscenze. Utile la presenza di una prova di valutazione finale che consente al docente ideatore del corso di misurare le conoscenze acquisite dagli allienvi prima della visita al museo e dell’avvio delle attività in situ.

I tool digitali necessary per la costruzione e la creazione di MOOC sono applicazioni online per la realizzazione di video (Powtoon è una di esse: gratuita e facile da utilizzare), schede di approfondimento create come document digitale e un semplice Modulo di Google per la creazione della prova di verifica finale.

schermata-2016-09-30-alle-13-32-19

MOOCs, critical thinking and museum education

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

·      Science

·      History

·      Geography

·      Art and design

NATIONAL CURRICULUM Multidisciplinary learning pathway, planned as MOOCs (Massive Open Online Courses), can promote the development of different knowledge and abilities, even in museum education. The Italian school system promotes the experimentation of new models, the use of innovative tools and the dissemination of best practices through the National Digital School Plan (issued in 2008 and transformed in one of the pillars of the 107/2015 act, aiming at creating new learning environments). The application of MOOCs in the field of artistic and cultural heritage education is a real challenge for innovation, in the fields of museum and pedagogy.

GOALS The aim of this approach is to develop digital skills and cultural and heritage education in primary school students and teachers. Future and current educators and teachers, through ideation and planning activities of MOOCs, have the chance to improve their teaching competences as well as their transversal digital abilities, their analytical skills and their critical thinking.

PARTICIPANTS Primary School students participate in a MOOC before their visit to a cultural site.

DURATION The duration of the course is about 1 week, in order to help the acquisition of basic information before visiting the museum or heritage site.

PLAN OF ACTIVITIES Since many years, museums, places of culture and education par excellence, have been interested in the promotion of artistic and cultural heritage by means of new forms of technology, mainly in the field of distance and digital learning. Through the use of MOOCs, museum education has the opportunity to broaden the areas of integration for the new technologies, while, at the same time, developing new teaching techniques for different users. Using MOOCs, museum and heritage sites can reach a high number of students and arise their curiosity about a theme linked to museum itself. At the same time, teachers con promote the development of basic knowledge before the museum/heritage site visit, creating a common learning pathway from MOOCs to the activities in the museum.

Teachers and/or museum educators create MOOCs in the field of museum education, taking into consideration a theme or a museum object linked to the cultural site. The duration of the MOOC is about 1 week and it is composed by at least 2 videos and 2 technical charts with in-depth information. Moreover, the course has a final evaluation activity, thanks to which teachers and/or museum educators can assess the level of knowledge acquisition.

UTILITIES A simple program of creating videos is necessary for teachers and museum educators to create parts of the MOOCs. Powtoon is useful to create funny videos in a simple way. Students need an online access to view and download videos and technical charts. The final evaluation activity can be done by an online form (ex. Google Forms).

moma-mooc


https://youtu.be/Lua2YK3LFbk

http://www.eurodl.org/materials/special/2015/Poce.htm

Type
  • Practise

Usage
  • Instruction / assignment
  • 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

Context
  • Classroom

Languages
  • Italian

Age 6 to 12 years
Keywords
  • MOOC, prospective teacher, heritage education, 4Cs skills, critical use of technology, pensiero critico, educazione museale

Submitted by UNIROMATRE
 

Recreating artwork through Flash mobs and living pictures

Ricreare le opere d’arte con flashmobs e quadri viventi

In occasione della riapertura del Rijksmuseum di Amsterdam, è stato organizzato un flashmob per la rappresentazione del famoso quadro di Rembrandt “Ronda di notte” (1642). Il flashmob ha avuto luogo in un centro commerciale, in cui bizzarri personaggi, vestiti secondo la moda del XVII secolo, hanno iniziato a correre e mescolarsi tra gli ignari presenti. Il tutto è terminato con la rappresentazione del gruppo dipinto da Rembrandt

Il flashmob di un’opera d’arte o la rappresentazione di essa tramite “quadri viventi” rappresentano una Best practice molto efficace, in cui la rappresentazione crea una dimensione tangibile e reale dell’oggetto museale. L’educazione al patrimonio artistico è resa più facile e interessante agli studenti, nonché divertente e creativa. Flashmob e “quadri viventi” possono essere organizzati in innumerevoli contesti e possono riguardare tutte le opere d’arte, senza alcuna restrizione. La rappresentazione pratica dei quadri e delle sculture può essere effettuata facilmente anche dal punto di vista economico: i costi dipendono esclusivamente dai materiali usati e dal numero di attori presenti.

Gli studenti di qualsiasi età possono prendere parte al flashmob, dalla fase di ideazione a quella di realizzazione finale.

caravaggio23

Recreating artwork through Flash mobs and living pictures

COURSES This approach can be applied in the following courses / subjects:

  • Design and technology (ICT)
  • History
  • Art and design

NATIONAL CURRICULUM Learning by doing is a learning methodology promoted by the Italian Institution system from Primary to High School.

GOALS This best practice shows that flash mobs and living pictures create a vital dimension and offer a lot of fun to participants. In this way, museum education is made easier and more interesting for students.

Flash mobs and living pictures can easily be produced and almost all artworks can be interpreted, without restriction, just some imagination is needed.

Artworks can be interpreted easily and cheaply. Therefore, the costs depend on what is to be represented, in which way and which materials are needed.

PARTICIPANTS From Primary to High School students

DURATION The representation of a painting lasts for a maximum of 15 minutes. The duration of a flashmob presentation depends on what is to be represented, in which way and which materials are needed.

PLAN OF ACTIVITIES On the occasion of the reopening of the Rijksmuseum Amsterdam, a flashmob was created representing the famous “Night Watch” of Rembrandt. It took place in a shopping centre, starting off with wildly bizarre characters with clothes of the seventeenth century running around. Then, suddenly everything ended in the composition of Rembrandt’s famous group portrait.

Students and teacher can represent a painting or a sculpture in several ways: they can take a picture of their self being part of the artwork or represent the artwork itself in a street, a coffee-bar or in a museum. In this way, students organise each activity of the flashmob planning (materials, setting, participant, time) and produce the artwork with  their self.

UTILITIES A digital video camera can be used to record the activity and share it through online channels and social network.

 


https://www.youtube.com/watch?v=y1ys2UCROU0

Type
  • Practise

Usage
  • Exploring / research / inquiry
  • Presenting / reporting

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

Context
  • Classroom
  • Museum
  • Heritage site

Languages
  • English
  • Italian

Age 6 to 12 years
Keywords
  • flash mob, living pictures, learning by doing

Submitted by UNIROMATRE

 

Creative writing and museum objects

La scrittura creativa e oggetti museali

Gli studenti (dalla scuola primaria al liceo) possono migliorare la loro conoscenza riguardo un museo e gli oggetti museali in esso contenuti attraverso un corso di scrittura creativa. Attraverso tale tipo di approccio, le conoscenze, le abilità e competenze di base sono promosse contemporaneamente grazie all’utilizzo della tecnologia, dei lavori di gruppo e grazie alla presenza del tutor online. Gli alunni (dalla Scuola Primaria alle Scuole Secondarie di Secondo Grado), seguendo un corso erogato online, partecipano a tre unità didattiche sullo sviluppo delle abilità di scrittura creativa nel contesto delle conoscenze museali. Un tutor online (il docente) segue e valuta tutte le attività degli studenti. La durata del corso è di circa 4 settimane: 1 settimana dedicata ad ognuna delle attività 1 e 2, mentre due settimane per l’attività 3. Il percorso didattico è suddiviso in tre unità, ognuna con dei propri obiettivi specifici: analizzare un testo narrativo di argomento museale secondo gli elementi propri della narratologia, del linguaggio scientifico e della componente creativa; progettare e realizzare la scrittura creativa di argomento museale attraverso la stesura di un finale a partire da un racconto fornito;ideare, progettare e realizzare un testo creativo su un oggetto museale assegnato dal docente. Tutte le attività di scrittura sono effettuate tramite un programma di scrittura condivisa (es. Google Drive) in modo tale gli studenti possano lavorare anche a distanza. La presenza di una piattaforma per l’apprendimento a distanza risulta necessaria per l’organizzazione e l’attuazione delle attività

creative-writing


Creative writing and museum objects

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

NATIONAL CURRICULUM Heritage sites, museum and museum objects give the opportunity to promote creativity and writing skills, pivotal for developing other students’ basic skills, through an innovative learning approach.

GOALS The aim of this approach is to develop more skills and competences simultaneously, with the use of technology, cooperative learning methodology and an online tutor participation.

PARTICIPANTS Students (from primary to high school) participate in a course, given in e-learning mode and structured in 3 main activities where students work in groups. An online tutor (the teacher) evaluates and gives feedback to all students’ products

DURATION The duration of the course is about 4 weeks: 1 week for activities no.1 and no.2 and 2 weeks for activity no. 3.

PLAN OF ACTIVITIES The three activities are planned as follows: students read a short-story, based on a museum object and analise it (they highlight creative writing elements and available knowledge linked to the museum object); students write the end of a short-story which focuses on a museum object (they can develop their creative writing skills and knowledge about cultural heritage); students write a short-story which focus is a museum object assigned by the online tutor. All writing activities are carried out online through a collaborative writing program (e.g. Google Drive)

UTILITIES A online platform is necessary to organise the teaching approach.


http://www.libreriauniversitaria.it/tecnologia-critica-creativita-didattica-sci…

Type
  • Practise

Usage
  • Instruction / assignment
  • Exploring / research / inquiry
  • Recording / collecting

Learning activities
  • Signpost (introduce, set the scene, chapterise…)
  • Affect, emotional and empathic engagement
  • Make a synthesis, interprete
  • Create own (re)presentation, impression

Context
  • Classroom
  • Museum
  • At home

Languages
  • Italian

Age 6 to 12 years
Keywords
  • creative writing, museum object, short-story, writing skills, museum education, scrittura creativa, corsi online, oggetti museali

Submitted by UNIROMATRE

 

The Critic Globus experience

L’esperienza del CriticGlobus

Il CriticGlobus è stata un’esperienza che comprendeva una struttura costruita a forma di uovo, con materie grezze (per richiamare una capanna primordiale) che conteneva una webcam, posta all’uscita della mostra Terrantica. Volti, i miti e le immagini della terra nel mondo antico, organizzata al Colosseo durante l’estate del 2016. Un monitor all’interno di questa struttura mostrava 3 domande che permettevano alle persone di registrare brevi video che venivano poi mostrati su uno schermo al di fuori della mostra, visibile a tutti i visitatori del Colosseo (e su un canale Youtube).

globus-finito

I fattori chiave che hanno permesso a questa esperienza di essere un successo erano che lo spazio in cui è stata posta la videocamera era chiuso e privato, e che le domande poste avevano a che fare con temi molto ampi e universali (ad esempio, è stato chiesto alle persone di cantare una ninnananna tradizionali della loro terra d’origine). L’idea era quella di trasporre i temi della mostra nella vita personale dei visitatori, e di dare loro il modo di lasciare una testimonianza che diventava essa stessa parte della mostra. In questo modo le persone si rendevano conto che quei temi non erano lontani e che il loro patrimonio culturale personale fa parte del patrimonio culturale generale come la mostra appena visitata.

Per riprodurre lo stesso effetto in un contesto scolastico, è importante trovare uno spazio chiuso dove i bambini possono sentirsi liberi di esprimersi senza essere giudicati. Le domande possono essere preparate e stampate su un foglio e devono essere concepite tenendo presente l’obiettivo di innescare ricordi personali, esperienze o pensieri, che sono collegati ai temi del bene culturale che si sta studiando.

Il prodotto finale sarà una serie di video che permettono ai bambini di rendersi conto che il patrimonio culturale è collegabile a sé stessi e che viviamo in una società con una varietà di culture che si fondono e convivono. Per questo motivo, più bambini vengono coinvolti, più il materiale finale sarà interessante.

Gli strumenti tecnologici necessari sono un computer con una videocamera e un software per filmare i video, oppure uno smartphone dedicato a questo scopo (è quindi necessario collegare lo smartphone a un computer per scaricare tutti i video).

Chiaramente, al Colosseo è stato necessario visualizzare tutti i video prima di pubblicarli, in modo da escludere qualsiasi contenuto inappropriati e si consiglia di fare altrettanto a scuola.

The Critic Globus experience

The CriticGlobus was an experience that included a structure build in shape of an egg, with raw materials (in order to recall a primordial hut) that contained a webcam, placed at the exit of the exhibition Terrantica. Faces, myths and images of the earth in the ancient world, organized at the Colosseum during the summer of 2016. A monitor inside this structure showed 3 questions that allowed people to record short videos that were then shown on a screen outside the exhibition, for everyone to see (and on a Youtube channel).

The key factors that allowed this experience to be a success where that the space in which the camera was placed was closed and intimate and that the questions asked had to do with very broad and relatable themes (people were asked to sing traditional lullabies from their land of origin). The idea was to transpose the themes of the exhibition into the personal lives of the visitors, in order for them to leave a video that became itself an exhibit. That way people realized that those themes were not distant and that their personal heritage is cultural heritage just as the exhibition just visited.

In order to reproduce the same effect within a school context, it is important to find a closed space where children can feel free to express themselves without being judged. The questions can be prepared and printed on a sheet and must be conceived keeping in mind the goal of triggering personal memories, experiences or thoughts, that are linked to the topics of the example of cultural heritage that is being studied.

The final product will be a number of videos that allow children to realize that cultural heritage is relatable and that we live in a melting pot with a variety of cultures that blend and live together. This is why, the more children are involved, the more the final material is interesting.

The technological tools needed are a computer with a camera and a software to film the videos or a smartphone dedicated for this purpose (you then need to connect the smartphone to a computer in order to download all the videos).

Clearly, at the Colosseum it was necessary to view all the videos beforehand to exclude any inappropriate contents and it is advisable to do the same in school.

Type
  • Practise

Usage
  • Recording / collecting

Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement
  • Create own (re)presentation, impression

Context
  • Classroom
  • Museum
  • Heritage site

Languages
  • English
  • Italian

Age 10 to 12 years
Keywords
  • video, personal experience, intercultural, peoples of the world, Sociology, global community
  • video, esperienza personale, interculturale, popoli, sociologia, comunità globale

Submitted by CoopCulture, Italy

 

Object Based Learning and 3D Printing

Object Based Learning e stampa 3D

In questo seminario, gli studenti (dalla scuola primaria fino al liceo) partecipano a lezioni sull’Object Based Learning, finalizzate alla comprensione degli aspetti più importanti dell’OBL e del suo utilizzo in ambito didattico. Con l’aiuto di operatori esperti, l’oggetto museale viene stampato in 3D, grazie all’utilizzo di una stampante 3D e uno scanner digitale. L’oggetto stampato diventa il cuore dell’attività formativa innovativa: toccando l’oggetto e utilizzando i sensi, gli studenti possono avere un contatto diretto con l’oggetto stesso e, conseguentemente, sviluppare conoscenze e competenze nuove e approfondite. L’attività si conclude con un report scritto dagli studenti sull’OBL e sul percorso didattico a cui hanno partecipato, presentando la loro analisi/descrizione dell’oggetto stampato in 3D effettuata attraverso l’innovativa metodologia didattica.

Tale approccio didattico è destinato sia ad alunni di Scuola Primaria che Secondaria: le indicazione Nazionali promuovono, infatti, fin dai primi anni scolastici lo sviluppo di competenze legate alla promozione del pensiero critico e l’utilizzo di metodologie didattiche innovative, al fine di attuare una costruzione induttiva delle nuove conoscenze negli studenti. Grazie a questo tipo di attività didattica, gli alunni conoscono e interpretano direttamente l’oggetto museale posto nelle loro mani, utilizzando esclusivamente i sensi.

1-cittc3a0-tra-le-mani-1_0



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

NATIONAL CURRICULUM  In the Italian Educational System the acquisition and promotion of transversal or soft skills is promoted from Primary Schools to High Schools. Critical thinking education is today of utmost importance for schools in the preparation of future workers and participatory citizens.

GOALS The aim of this approach is to develop critical thinking skills through Object Based learning methodology and 3D printing. The approach has been developed from the idea that “the use of museum collections as a path to learn-ing […] is fast becoming a new pedagogy for education. Despite a strong tradition of us-ing lectures as a way of delivering the curriculum, the positive benefits of ‘active’ and ‘ex-periential learning’ are being recognised” (Hannan – Chatterjee, 2015).

PARTICIPANTS Primary, Middle and High school students, divided into working groups (3 to 5).

DURATION 2 activities. About 2 hours for each activity.

PLAN OF ACTIVITIES The OBL is related to the direct use of the object (documents, work of art, materials) in teaching and learning (see http://www.ucl.ac.uk/museums/learning-resources/object-based-learning). Starting from the objects, students are stimulated in a sort of contest and a continuous interaction with the object, which promotes a critical approach to knowledge.

This approach is composed by 2 main activities: during the first one, students (divided into working groups of 3 to 5) choose a museum object (already 3D printed) on a multi-sensorial level, touching and observing the object in an unusual and innovative way. Students could think about the object’s origin, its use and the inter-disciplinary involvement. During the second activity, students write a report about the activity and about the result of their analysis, presenting it to other students in order to evaluate the learning activity. In this way, all of them can develop their critical thinking in a museum context, thanks to a well-defined learning activity and a critical use of technology in heritage education.

UTILITIES 3D printed museum object.


http://www.archeomatica.it/formazione/must-lecce-workshop-object-based-learning…

Type
  • Practise

Usage
  • Instruction / assignment
  • Exploring / research / inquiry
  • Presenting / reporting

Learning activities
  • 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.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression

Context
  • Museum
  • Heritage site

Languages
  • English
  • Italian

Age 6 to 12 years
Keywords
  • 3D printing, Object Based Learning, OBL, Stampa 3D, Attività formativa innovativa

Submitted by UNIROMATRE

 

Travelling Planetarium

Planetario itinerante

ll Museo Geopaleontologico  rende disponibile  un laboratorio didattico itinerante per l’Astronomia, collocabile in ambienti quali palestre e aule, sale museali costituito da un planetario con cupola gonfiabile avente 6 metri di diametro e proiettore opto-digitale, capace di rappresentare stelle fino alla mag. 6.2 (circa 7 mila stelle fra i due emisferi) , che consente lo svolgimento di spettacoli astronomici rimanendo all’interno della struttura scolastica.
Il proiettore è in grado di effettuare presentazioni astronomiche di elevata spettacolarità, con proiezioni di filmati e animazioni in modalità “full dome”.
La capienza della cupola è di circa 45 posti.

Vari fornitori commerciali privati e associazioni scientifiche pubbliche hanno organizzato questo servizio in diverse città. E’ possibile cercare in internet quello più vicino a voi.

Travelling Planetarium

The Geopaleontology Museum has created a traveling Astronomy educational workshop that can be placed in environments such as gyms, classrooms and museum halls. It consists of an inflatable dome planetarium, having 6 meters in diameter and an opto-digital projector, capable of representing stars up to mag. 6.2 (about 7000 stars between the two hemispheres), which allows the performance of astronomical shows remaining within the school structure.

The projector is able to make astronomical presentations of high impacy with films and animations in “full dome” mode.
The capacity of the dome is about 45 seats.

Various private commercial supplyers and public scientific assosiations have organized this service in different cities. It is possible to search through the internet the one closest to you.


Type
  • Tool

Usage
  • Presenting / reporting

Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • 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
  • Museum
  • Heritage site

Languages
  • English
  • Italian

Age 9 to 12 years
Keywords
  • planetarium, projections, Astronomy, dome, 180 degrees, semi-sphere, travelling
  • planetario, proiezioni, astronomia, cupola, 180 gradi, semisfera, itinerante

Submitted by CoopCulture, Italy

 

Europeana

 

europeana

Europeana.eu is the EU digital platform for cultural heritage. More than 3,000 institutions across Europe have contributed to Europeana. These range from major international names like the Rijksmuseum in Amsterdam, the British Library and the Louvre to regional archives and local museums from every member of the European Union. Together, their assembled collections let users explore Europe’s cultural and scientific heritage from prehistory to the modern day. Mona Lisa by Leonardo da Vinci, Girl with a Pearl Earring by Johannes Vermeer, the works of Charles Darwin and Isaac Newton and the music of Wolfgang Amadeus Mozart are some of the highlights on Europeana.

Europeana gives access to different types of content from different types of heritage institutions. The digital objects that users can find in Europeana are not stored on a central computer, but remain with the cultural institution and are hosted on their networks. Europeana collects contextual information – or metadata – about the items, including a small picture. Users search this contextual information. Once they find what they are looking for, if they want to access the full content of the item, they can click through to the original site that holds the content.
Different types of cultural heritage organisations – libraries, museums, archives and audiovisual collections – catalogue their content in different ways and to different standards. Approaches also vary in different countries. To make the information searchable, it has to be mapped to a single common standard, known as the Europeana Semantic Elements. This metadata standard at present takes a lowest common denominator approach to the integration of different types of digital content. In 2010 the Europeana Data Model, a richer metadata standard, was introduced will help to give users more and better information. Europeana accepts metadata about digital objects, it does not make any decisions about digitisation. The decision about which objects are digitised lies with the organisation that holds the material.

Users of Europeana can search amongst hundreds of thousands cultural heritage artifacts and according to the case use or reuse these in their own environment and context, for example for education purposes.

 


Explore 53,644,697 artworks, artefacts, books, videos and sounds from across Eu…

Type
  • Tool
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • 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
  • At home
Languages
  • English
  • Dutch
  • Italian
Keywords
  • Europe
  • Digital library
  • Repository
  • Archive
Submitted by ATiT
 

Art Stories FACES

Volti d’arte

VOLTI d’arte, un divertimento, gioco educativo che permette i bambini a conoscere l’arte. Quando si gioca Art facce bambini scoprono cinque dipinti di Europeana collezioni. Ogni quadro imposta loro una sfida semplice, e introduce i bambini a un diverso aspetto di apprendimento visivo.

Art Stories Faces

This app is made by Italian start-up agency Art Stories and can be used as a standalone game for young children to help them learn about art. and their winning product: Art FACES, a fun, educational game allowing kids to learn about art. It is based on five paintings from Europeana Collections. Each painting sets them a simple challenge, and introduces children to a different aspect of visual learning. In the app they can learn:

  • to observe details and explore design in general with Kaiser Rudolf II as Vertumnus by Giuseppe Arcimboldo
  • to read shape and volume with Alice by Modigliani
  • to understand how a shape can be reinterpreted with Man with clarinet by Pablo Picasso
  • to pay attention to colours and composition with Self-portrait by Vincent Van Gogh
  • to understand there is a meaning in each compositional element and a story behind the painting with The girl with the pearl earring by Vermeer

At the end of the 5 games the children get their Diploma as Art Explorer and the are then encouraged to visit museums in the real world.

This app also has a section aimed at parents, which includes a set of downloadable suggestions

art_faces

Art GEZICHTEN

Art GEZICHTEN, een leuke, educatieve spel waardoor kinderen om te leren over kunst. Bij het afspelen van Art GEZICHTEN kinderen ontdekken vijf schilderijen uit Europeana Collections. Elk schilderij stelt hen een eenvoudige uitdaging, en introduceert kinderen naar een ander aspect van visueel leren.


Link to Art Stories FACES

Type
  • Tool

Usage
  • Exploring / research / inquiry

Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)

Context
  • Classroom
  • At home

Languages
  • English
  • Italian

Keywords
  • paintings, observation, europeana

Submitted by Sally Reynolds, ATiT, Belgium

 

ArtPlanner – creating a trip planner

artplanner-scuole

ArtPlanner Scuole

L’ArtPlanner è una piattaforma web che presenta un territorio e permette di pianificare un itinerario di visita personalizzato. Dietro c’è un software che gestisce contenuti quali immagini, testi, file audio e informazioni pratiche (orari, biglietti, coordinate geografiche), combinando queste informazioni in molteplici modi per ottenere svariati tipi di front end che si aggiornano in contemporanea. E’ nato per promuovere il patrimonio turistico e culturale diffuso, in quanto spesso si incontrano territori con un alto numero di microattrattori e che dunque hanno difficoltà a dare visibilità alla loro complessità.
Applicato alle scuole, gli studenti fanno ricerca per scoprire, censire e presentare i punti di interesse di un determinato territorio e in poi si confrontano con le sfide della comunicazione via web per creare una mappa interattiva con tutte le informazioni utili per permettere ad un utente di confezionare un suo itinerario di viaggio, completo di presentazioni, approfondimenti, informazioni pratiche e istruzioni di navigazione.

The ArtPlanner is a web platform that presents a territory and allows you to plan a customized trip itinerary. Behind it there is a software that manages content such as images, texts, audio files and practical information (schedules, tickets, geographical coordinates), combining this information in multiple ways to obtain various types of front ends that update simultaneously. It was created to promote cultural heritage that is spread on a territory, and therefore based on a network of many points of interest rather than one big landmark.
Applied to schools, students research to discover, review and present the points of interest of a territory and then face the challenges of web communication to create an interactive map with all the relevant information to allow a user to create their own travel itinerary, complete with presentations, explanations, practical information and navigation instructions.


http://www.artplannerscuole.it/
http://www.luoghigiottoitalia.it/
https://www.distrettoturisticoselinuntino.it/

Type
  • Tool

Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting

Learning activities
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression

Context
  • Classroom
  • Museum
  • Heritage site
  • At home

Languages
  • English
  • Italian

Age 10 to 12 years
Keywords
  • itinerary, presentation, summarizing, photography, editing, geolocalization
  • itinerari, presentazione, fotografia, riassumere, revisione testi, geolocalizzazione

Submitted by CoopCulture, Italy

 

Cardboard, a VR app for Android smartphones

Cardboard is a free virtual reality (VR) app that puts virtual reality on every Android smartphone. The Cardboard app can launch VR experiences, helps users to discover new VR apps and set up a VR viewer. The app includes a number of demos:

  • Fly over the world on Google Earth or visit the Arctic regions.
  • A visit to Versailles with a local guide.
  • Users can watch their own videos on what feels like a giant screen.
  • Users can examine cultural artefacts from every angle.
  • Users can look around photo spheres that they’ve captured.

To use the Cardboard app, a Cardboard viewer is needed. Cardboard viewers can be easily and cheaply assembled, see for suppliers http://g.co/cardboard.

Good tips and advise for how to design VR experiences is provided by another Google app: Cardboard Design Lab which is also freely available.

A Cardboard users’ and developers’ community is active at http://g.co/cardboarddevs where they exchange experiences and developments.

cardboardvr_0

Cardboard, een VR app voor Android smartphone

Cardboard is een gratis virtual reality (VR) app die virtual reality mogelijk maakt op elke Android-smartphone. De Cardboard app kan de gebruikers VR ervaringen aanbieden, helpt gebruikers om nieuwe VR apps te ontdekken en een VR-viewer opstellen en gebruiken. De app bevat een aantal demo’s:

  • Vlieg over de hele wereld op Google Earth of bezoek de Arctische gebieden.
  • Een bezoek aan Versailles met een lokale gids.
  • Gebruikers kunnen eigen video’s bekijken op wat aanvoelt als een reuze scherm.
  • Gebruikers kunnen kunstvoorwerpen vanuit elke hoek onderzoeken.
  • Gebruikers kunnen rondkijken op zelfgemaakte panoramafoto’s.

Om de Cardboard app te gebruiken, is een Cardboard viewer nodig. Cardboard viewers kunnen gemakkelijk en goedkoop zelf geassembleerd worden, zie voor leveranciers http://g.co/cardboard.

Goede tips en advies over hoe VR toepassingen te ontwerpen kan de gebruiker leren via een andere gratis Google-app: Cardboard Design Lab.

Een gemeenschap van Cardboard gebruikers en ontwikkelaars is actief op http://g.co/cardboarddevs waar zij ervaringen en ontwikkelingen uitwisselen.

 



https://play.google.com/store/apps/details?id=com.google.samples.apps.cardboard…

Type
  • Tool

Usage
  • 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
  • Create own (re)presentation, impression

Context
  • Heritage site

Languages
  • English

Age 7 years
Keywords
  • virtual reality

Submitted by ATiT