Archivi categoria: Esplorare / ricercare / indagare

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
 

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
 

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
Submitted by

 

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
Submitted by
 

Augmented Reality for orientation

The use of apps such as Layar or Junaio enable to create a presentation of information that can be anchored to a specific geographic spot. This layer of information can then be seen by looking at the reality that surrounds you through the lens of a smart device. It will show you the area you are aiming at but with extra information added to it. The result is like seeing virtual object that are anchored to real objects, as if your device were unveiling a hidden dimension.
In cultural heritage this has been used to create audioguides with hypercontent. The fact of using Layar or Junaio allows you to open this possibility to anyone, creating interactive audioguides in which the visitors themselves can upload their impressions and photos.

Augmented Reality voor orientatie
Een applicatie om Augmented Reality op interatieve wijze in te zetten binnen een erfgoedomgeving.
Realtà Aumentata per l’orientamento

L’uso di applicazioni come Layar o Junaio consentono di creare una presentazione di informazioni che risultano ancorate ad un punto geografico specifico. Questo strato di informazioni può quindi essere visto guardando alla realtà che vi circonda attraverso l’obiettivo contenuto in uno smartphone. Come prima di scattare una foto, sul monitor si vede l’area che si sta puntando ma con l’aggiunta di contenuti virtuali che simulano di essere posizionati nello spazio circostante. Il risultato è quello di vedere oggetti virtuali che sono ancorati agli oggetti reali, come se il dispositivo svelasse una dimensione nascosta.
Nel caso del patrimonio culturale, queste app sono state utilizzate per creare audioguide con contenuti multimediali. Il fatto di utilizzare Layar o Junaio consente di aprire questa possibilità a chiunque, creando audioguide interattive in cui i visitatori possono caricare le loro impressioni e foto.


Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • Recording / collecting
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
  • Museum
  • Heritage site
Languages
  • English
Age 10 to 12 years
Keywords
  • augmented reality, AR, Junaio, Layar, layer, multimedia
Submitted by
 

Toolbox with 4 basic Heritage tools

Purpose: These four heritage tools help heritage institutions to design their own simple game with a collection or a theme.The game can create interest and curiosity before visiting the museum or heritage site or reflect on it afterwards.
Using digital images of their own collections, they can shape:

1. a memory game
A basic tool to use for smaller children (age 5 – 7).
Example
ceramic pots: https://erfgoedtools.nl/games/memory/speel/FVM4PIYZ

2. make a serie
A basic tool to put objects, photos or documents in a chronological order.
Example
WW II: https://www.erfgoedtools.nl/games/reeksspel/speel/UVCT0R6M

This is a good example because their is some context with every card. 

3. connect image to location
A basic tool to connect a monument to the right spot on google maps.
Example
Antikwall: https://www.erfgoedtools.nl/games/plaatsspel/speel/P8ACIRZY

4. A couple game
A basic tool to make couples (then and now, details and the bigger picture)
Example
St. Bavo church https://erfgoedtools.nl/games/koppelspel/speel/RGT6MUE6

Partner organisations: To be used by (small) museums, other heritage organisations, teachers and even pupils to reflect or collect. Under the tabs museum, archive and school you can find examples of games made by others. By clicking on the four different icons on the homepage you can make your own game.

Cultural heritage institutions can also provide sets of images that can be used by teachers / students to design their own games.

The games are easy in/to link to your own website or in a manual for teachers.

Duration: 15 – 30 minutes

Utilities: a collection of images, belonging to a (heritage) museum of theme.

Comments: these tools are very simple, therefore they might work. How they represent an extra value for the learning process depends on the way they are implemented! 

Toolbox met 4 basic Heritage gereedschappen

Doel: met deze vier erfgoedtools ontwerpen erfgoedinstellingen een ​​eenvoudig spel bij een collectie of een thema. Het spel kan voorafgaand aan bezoek interesse en nieuwsgierigheid opwekken of na bezoek erop reflecteren. Met gebruik van digitale afbeeldingen van de eigen collecties kunnen ze vormgeven:

1. een memory
voorbeeld keramiek potten: https://erfgoedtools.nl/games/memory/speel/FVM4PIYZ

2. een reeksspel
voorbeeld WO II: https://www.erfgoedtools.nl/games/reeksspel/speel/UVCT0R6M

3. een plaatsspel
voorbeeld Antikwall: https://www.erfgoedtools.nl/games/plaatsspel/speel/P8ACIRZY

4. een koppelspel
voorbeeld St. Bavo kerk: https://erfgoedtools.nl/games/koppelspel/speel/RGT6MUE6

Partners/organistaie: Te gebruiken door (kleine) musea, andere erfgoedorganisaties, leraren en zelfs leerlingen om na te denken of te verzamelen. Onder de tabs museum, archief en de school kun je voorbeelden van spellen die door anderen. Door te klikken op de vier verschillende pictogrammen op de homepage kunt u uw eigen spel te maken.

Duur: speeltijd voor leerlingen 15-30 minuten

Benodigdheden: een verzameling van foto’s, die behoren tot een (erfgoed) museum van het thema.
Het spel is makkelijk te koppelen aan de eigen website of in een handleiding voor leerkrachten. Erfgoedinstellingen kunnen ook sets van afbeeldingen leveren die kunnen worden gebruikt door docenten / leerlingen om hun eigen games te ontwerpen.

Commentaar: deze tools zijn zeer eenvoudig, dus ze zou kunnen werken. Hoe ze een meerwaarde vormen voor het leerproces is afhankelijk van de manier waarop ze worden uitgevoerd!

Quattro strumenti di base per la didattica culturale

Si tratta di un sito con 4 semplici giochi. Le istituzioni culturali e i (piccoli) musei possono creare dei giochi semplici per comunicare la propria collezione utilizzando immagini digitali: 1. Memoria; 2. Collocare su una mappa; 3. Trovare il legame tra immagini; 4. Creare una serie.

Type
  • Tool
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • 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
  • Create own (re)presentation, impression
Context
  • Classroom
  • Museum
  • Heritage site
  • At home
Languages
  • Dutch
Keywords
  • heritages games
  • memory game
Submitted by

 

Radio Local – make a radio report of a local interesting place

Course: 

  • heritage education, history 

National Curriculum:

  • In the Dutch curriculum it is part of Kerndoel Kunstzinnige oriëntatie 55 – 56 

Goals:

  • Children learn how (local) radio functions and how a radio reporter work. 
  • Together with a local radiostation they broadcast their own report on radio in which they use a meaningful place in their own surroundings which is also of interest for the listener.

Cultural partner:

  • (if possible) a local radio station

Duration:

4 lessons

  1. 60 minutes
  2. 60-90 minutes
  3. 60-90 minutes
  4. 45 minutes

Plan of activities:

  1. About radio: They learn about radio reporting and the differences of local and national broadcasting. They do a small research of about local radio (also see a filminterview): what kind of news do the broadcast, how does a reporter works, what kind of content is interesting?
  2. Reporting ‘a distinct view’: They start experimenting with recording an item in the school and practice in perception and imagination by using all their senses when looking at something. They use a recording- app on their smartphone: Hi-Q mp3 Voice Recording Free
  3. A real radio-report: depending on the option the teacher choose the pupils make a serieus radio report about an interesting place in their direct surrounding (think of a monument, landscape, object etc). They make us of supporting material like checklist- questions about: what do you see? What do you know? What can you imagine?
  4. Presenting and evaluating: in the classroom they listen together to the different reports and choose two of their best items for broadcasting

Utilities

– Smartphone
– Recording- app on their smartphone: Hi-Q mp3 Voice Recording Free
– Supporting material: technical instructions, reporting questions and checklists. 

Radio Lokaal – een radioverslag maken over een lokale, bijzondere plek

Vak:

  • erfgoededucatie, geschiedenis

Curriculum:

  • Kerndoel Kunstzinnige Orientatie 55-56

Doelen:

  • Kinderen leren hoe (lokale) radio functioneert en hoe een radioverslaggever te werk gaat.
  • Samen met een lokale radiostation zenden zij hun eigen verslag op de radio uit waarin ze een betekenisvolle plek in hun eigen omgeving presenteren. 

Culturele partners:

  • (indien mogelijk) een lokaal radiostation

Duur: 4 lessen

les 1: 60 minuten
les 2: 60-90 minuten
les 3: 60-90 minuten
les 4: 45 minuten

 

Lesverloop:

  • Les 1: De leerlingen leren over radiorapportage en de verschillen tussen de lokale en nationale omroep. Ze doen een klein onderzoek naar de verschillen tussen lokale en nationale radio: wat voor soort nieuws zenden ze uit, hoe werkt een verslaggever, wat voor soort inhoud interessant is?
  • Les 2 : Rapportage maken ‘een gesproken uitzicht’: Ze beginnen te experimenteren met het opnemen van een item in de school en de praktijk. Hiervoor zetten ze hun waarneming en verbeelding in – we maken gebruik van alle zintuigen als we kijken naar iets. Zij maken gebruik van een opname- app op hun smartphone: Hi-Q mp3 Voice Recording (gratis)
  • Les 3: Een echte radioverslag: de leerkracht laat de leerlingen een radio verslag maken over een interessante plek uit hun directe omgeving (denk aan een monument, landschap, object). Allereerst inventariseren ze met de klas wat interessante plekken zijn. Ze hebben een checklist met mogelijke vragen ter ondersteuning, zoals vragen over: wat zie je? Wat weet je? Wat kun je je voorstellen?
  • Les 4: Presenteren en evalueren: in de klas luisteren ze samen naar de verschillende rapporten en kiest de klas de twee beste items voor de omroep

Marteriaal

– Smartphone
– Opname- app op hun smartphone: Hi-Q mp3 Voice Recording (gratis)
– Ondersteunend materiaal: technische instructies, rapportage vragen en checklists.

Radio Locale – un rapporto della radio di un luogo speciale locale

Coinvolgendo una radio locale, gli studenti ed un giornalista radiofonico scelgono un luogo significativo nel loro territorio per fare un servizio usando applicazioni per la registrazione vocale (HI-Q mp3 Voice Recording Free).

Type
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • 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
  • Classroom
  • Heritage site
Languages
  • Dutch
Age 10 to 12+ years
Keywords
  • radio reporting
  • reporting apps
Submitted by

 

Around the church – making an animation after local church visit

Courses:

  • heritage education, history

National curriculum:

  • Directly related to the Dutch curriculum for cultural orientation

Goals:

  • Learn about Medieval churches and the church in their hometown, empathise in different times and persons, creating their own story with all their acquired information. 

Cultural partners:

  • storyteller/actor
  • church

Duration:

  • 4 lessons – each 45 to 60 minutes

Plan of activities:

  • Lesson 1. introduction of the project by a letter of a historic person
  • Lesson 2. Knowledge of the churches in the provence of Utrecht as landmarks and different architectural styles.  
  • Lesson 3. Visit to the church in the hometown of the pupils were they meet this (fictive) historic person (a actor). They collect stories and words, make pictures and drawings and other material that inspires them to create an own story afterwards.
  • Lesson 4. In small groups the pupils use their imagination for finishing the told story in the church and create a storyboard and a animated cartoon app.

Utilities:

  • Ipads
  • app Puppet pals 2
  • digital camera
  • Old Medieval church and historic information and archive pieces of this church.

This project is also interesting to link this to Digital storytelling: http://diche-project.eu/resources/digital-storytelling

Rondje om de kerk – een animatie maken na een bezoek aan de plaatselijke kerk

Vak:
  • erfgoededucatie, geschiedenis
National curriculum:
  • Kerndoelen Kunstzinnige Oriëntatie 54,55 en 56
Doelen:
  • Leerlingen leren over de Middeleeuwse kerken en de kerk in hun woonplaats, leven zich in verschillende tijden en personen en creëren hun eigen verhaal met al hun verkregen informatie.
Culturele partner:
  • verteller / acteur
  • kerk
Duur: 4 lessen – van 45 tot 60 minuten

Lesverloop:
 

  • les 1. introductie van het project door een brief van een historisch persoon.
  • les 2. Kennis over de kerken in de provincie Utrecht als bezienswaardigheden en verschillende bouwstijlen.
  • les 3. Ze verzamelen verhalen en woorden, maken foto’s en tekeningen ter inspiratie voor een ​​eigen verhaal.3. Bezoek aan de kerk in de eigen woonplaats van de leerlingen waar zij de (fictieve) historische persoon (een acteur) ontmoeten. die het verhaal verder vertelt.
  • les 4. In kleine groepjes gebruiken de leerlingen hun fantasie om het verhaal van de historische persoon verder af te maken. Ze maken hiervan een storyboard en een animatie door middel van de app Puppet pals 2.
Materiaal:
  • ipads
  • app Puppet pals 2
  • digitale camera
  • Oude Middeleeuwse kerk en historische informatie en archiefstukken van deze kerk.\

Dit projectidee is ook interessant om toe te passen als Digital storytelling: http://diche-project.eu/resources/digital-storytelling

 

Intorno alla chiesa – creare animazioni dopo aver visitato la chiesa locale

La classe riceve una lettera da un (immaginario) personaggio storico che racconta una storia nella quale la chiesa principale della citta’ dove vivono gli studenti gioca un ruolo importante. Durante la visita a questa chiesa, il gruppo di studenti incontra questo personaggio (un attore) che arricchisce di dettagli la storia. I bambini raccolgono informazioni, parole e immagini, in modo da poter poi creare il loro cartone animato usando l’App Puppet Pals 2 su un iPad.

Type
  • Tool
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Classroom
  • Heritage site
Languages
  • Dutch
Age 9 to 12 years
Keywords
  • animation
Submitted by