scholarly journals Didattica e apprendimento nei musei nell’era della pandemia di COVID-19

2020 ◽  
Vol 11 (2) ◽  
pp. 61-73
Author(s):  
Marinella Muscarà ◽  
Alessandro Romano
Keyword(s):  
Young People ◽  
Cultural Heritage ◽  
Social Isolation ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Learning Space ◽  
Children And Young People ◽  
Learning Practices ◽  
Heritage Education ◽  
Educational Implications

Moving from the consideration that the museum does not represent only a place of preservation, collection and promotion of cultural heritage but a vital learning space, the article aims to investigate the role that technologies and media have played in the museum during the first phase of the spread of the Covid-19 pandemic. In particular, the authors reflect on the issues of the recognition of some museum practices as educational practices, on the use of technologies for cultural heritage education and for its use and on the digital initiatives proposed by museums in order to reconnect with the variety publics, in particular children and young people, during the period of social isolation. There is therefore a need, also in the context of non-formal learning, to reconsider the value of ICT to redesign and reshape teaching and learning practices, outlining new perspectives and educational implications.

scholarly journals Methodology for Spatial-Visual Literacy (MSVL) in Heritage Education

2019 ◽  
Vol 22 (1) ◽  
Author(s):  
Anna Lobovikov-Katz
Keyword(s):  
Teacher Training ◽  
Cultural Heritage ◽  
Teaching And Learning ◽  
Visual Literacy ◽  
Three Dimensional ◽  
Spatial Skills ◽  
Spatial Understanding ◽  
Interdisciplinary Field ◽  
Heritage Education ◽  
Engineering Mathematics

Modern Conservation of Cultural Heritage (CCH) is an interdisciplinary field, comprising arts, crafts, architecture, humanities, IT (Information Technology) and STEM (Science, Technology, Engineering, Mathematics). Several decades of extended research have shown the importance of spatial skills and spatial literacy for success in STEM. A major part of cultural heritage is visual, and three-dimensional. A sufficient level of spatial understanding and spatial skills is needed to understand, study and preserve cultural heritage. Visualization is especially helpful in teaching and learning the interdisciplinary CCH. However, the necessity of developing spatial visual literacy, and acquisition of relevant theoretical knowledge by experts and educators in CCH has not yet been commonly accepted. This paper outlines an innovative Methodology for developing Spatial Visual Literacy (MSVL) - a crucial tool for CCH and heritage education, - and selected perspectives of its feasibility and applicability to teacher training and also wider interdisciplinary uses. The paper addresses selected lessons from application of some elements of the Methodology as part of previous research and educational scenarios for different objectives and target audiences, from high-school, undergraduate, PhD students, to experts from different areas of expertise within the CCH, to facilitate its uses for teacher training in heritage education. La Conservación del Patrimonio Cultural (CCH) es un campo interdisciplinario, que comprende artes, artesanía, arquitectura, humanidades, TICs (Tecnología de la información) y STEM (Ciencia, Tecnología, Ingeniería, Matemáticas). Varias décadas de investigación han demostrado la importancia tanto de de las habilidades espaciales, como de la alfabetización espacial para el éxito en STEM. Una parte importante del patrimonio cultural es visual y tridimensional. Se necesita un nivel suficiente de comprensión espacial, así como habilidades espaciales para poder comprender, estudiar y preservar el patrimonio cultural. La visualización, es especialmente útil para enseñar y aprender el patrimonio desde un punto de vista interdisciplinar. Sin embargo, aún no se ha aceptado por parte de expertos y educadores en patrimonnio la necesidad de desarrollar la alfabetización visual espacial y la adquisición de conocimientos teóricos relevantes sobre la misma. Este trabajo presenta una metodología innovadora para desarrollar la alfabetización visual espacial (MSVL, por sus siglas en inglés), una herramienta crucial para la conservación y la educación del patrimonio, y perspectivas seleccionadas de su factibilidad y aplicabilidad a la capacitación docente, así como usos interdisciplinarios más amplios. El documento aborda una selección de ejemplos de aplicación de algunos elementos de la Metodología como parte de investigaciones previas y escenarios educativos con diferentes objetivos y audiencias distintas, desde estudiantes de secundaria, bachillerato o doctorado, hasta expertos de diferentes áreas de experiencia dentro de la conservación del patrimonio, buscando facilitar su uso en la formación docente en educación patrimonial.

scholarly journals Social Network Sites as ESL/EFL Learning and Teaching Tools: A Critical Review

2017 ◽  
Vol 6 (3) ◽  
pp. 34 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Critical Review ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Social Network Sites ◽  
Learning Context ◽  
Learning And Teaching ◽  
Teaching Tools ◽  
Learning Practices ◽  
Educational Implications

This study analyzed the educational and instructional implications of Social Network Sites (SNS) in the ESL/EFL teaching and learning context. SNS's definition, types, classifications, features, positive and negative aspects, their educational implications as well as their limitations and challenges in the ESL/EFL classroom settings are identified and discussed in order to better utilize and integrate their innovative aspects into the language teaching and learning practices. 

scholarly journals Across the great divide:The impact of digital inequality on Scotland’s Gypsy/Traveller children and young people during the COVID-19 emergency

2020 ◽  
Vol 2 (2) ◽  
pp. 52
Author(s):  
Lynne Tammi
Keyword(s):  
Decision Making ◽  
Young People ◽  
Formal Learning ◽  
Front Line ◽  
Learning And Development ◽  
Digital Inequality ◽  
Children And Young People ◽  
Digital Devices ◽  
Front Line Workers ◽  
Development Workers

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­This article examines current Scottish national and local government awareness of, and responses to, the learning and development needs and entitlements of Gypsy/Traveller children and young people pre and during the COVID-19 pandemic.  A snapshot analysis of emerging testimony from Learning and Development Workers and parents and young people focuses on, and gives insight to, how the lack of access to digital devices and data and front-line workers’ discretionary decision making has impacted on young Gypsy/Travellers’ ability to access formal and non-formal learning and development during the pandemic.

scholarly journals A Educação Patrimonial como Instrumento para o Ensino-Aprendizagem no Bairro do Porto de Cuiabá/MT

2019 ◽  
Vol 20 (2) ◽  
pp. 150
Author(s):  
Maristene Amaral Matos ◽  
José Serafim Bertoloto ◽  
Nileide Souza Dourado
Keyword(s):  
Cultural Heritage ◽  
Teaching And Learning ◽  
Local Community ◽  
18Th Century ◽  
Direct Analysis ◽  
Cultural Patrimony ◽  
The Real Estate ◽  
The Awakening ◽  
Heritage Education ◽  
Culture Heritage

O presente artigo tem como objetivo apresentar a Educação Patrimonial como processo educativo e de valorização na construção do conhecimento individual e coletivo, por intermédio da participação efetiva das comunidades, que detém as diversas referências culturais dos locais nos quais habitam e convivem, tendo como pressuposto que a Educação Patrimonial está situada na confluência entre a educação, a memória, a cultura, o patrimônio e a preservação, por meio da conscientização de crianças, de jovens e de adultos. A pesquisa bibliográfica descritiva com enfoque qualitativo na análise de artigos contemporâneos e clássicos aborda a educação patrimonial e o ensino no Brasil, tendo como aporte o Porto Geral de Cuiabá como patrimônio histórico-cultural, um sítio arquitetônico construído no início do século XVIII e que se mantém abandonado em visível degradação, necessitando passar por um processo de revitalização, via conscientização das autoridades e da comunidade local. Foram realizadas observações in loco e análise direta registrando a situação dos imóveis. Será com práticas educacionais transformadoras, que tenham por base determinados bens ou manifestações consideradas patrimônio cultural, que o desenvolvimento das conservações se concretizará. Dentro deste objetivo, questiona-se: quais as relações da Educação Patrimonial com o ensino? Objetiva-se perceber quais as relações da Educação Patrimonial nos diversos espaços de ensino-aprendizagem no país, enfatizando a percepção material e imaterial, tendo como referência o conjunto arquitetônico histórico do Porto de Cuiabá-MT. A oportunidade do contato com o Patrimônio Histórico por meio da Educação Patrimonial no Ensino se apresenta como um caminho oportuno para o despertar de um novo olhar sobre o patrimônio histórico-cultural e a sua importância para a compreensão da história. Palavras-chave: Educação Patrimonial. Ensino. Patrimônio Histórico. Abstract The purpose of this article is to present Patrimonial Education as an educational and valorization process in the construction of individual and collective knowledge, through the effective participation of the communities that hold the diverse cultural references of the places where they dwell  and live together, assuming that Education Patrimonial is situated at the confluence among  education, memory, culture, heritage and preservation, through the children’s , youth’s and adults’ awareness. The descriptive bibliographical research with a qualitative focus in the analysis of contemporary and classical articles deals with heritage education and education in Brazil, with the  Cuiabá Port contribution as a historical-cultural heritage, an architectural site built in the early 18th century and it remains abandoned in visible degradation, needing to undergo a revitalization process, via the authorities awareness and the local community. On-site observations and direct analysis were performed, recording the real estate situation. It will be with educational practices transforming, based on certain goods or manifestations considered cultural heritage, that the development of conservations will be accomplished. Within this objective, it is asked: what are the relationships of Patrimonial Education with teaching? The objective of this study is to understand the relationship between heritage education in the various teaching and learning spaces in the country, emphasizing the material and immaterial perception, with reference to the historical architectural set of the Port of Cuiabá-MT. The opportunity of the contact with the Historical Patrimony through the Patrimonial Education in the Teaching presents itself as an opportune way for the awakening of a new look on the historical-cultural patrimony and its importance for the understanding of  history. Keywords: Patrimonial Education. Teaching. Historical Patrimony.

An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)

2021 ◽  
Author(s):  
Hiran Thabrew ◽  
Christa Fouché ◽  
Laura Ann Chubb ◽  
Stacey Yates ◽  
Harshali Kumar ◽  
...  
Keyword(s):  
New Zealand ◽  
Young People ◽  
Social Isolation ◽  
Social Inclusion ◽  
Social Connectedness ◽  
Well Being ◽  
Hospitalized Children ◽  
Post Intervention ◽  
Children And Young People ◽  
The Social

BACKGROUND Hospitalized children and young people can feel disconnected from their peers and families, which can in turn predispose them to psychological problems including anxiety and depression. Immersive Reality Experiences (IRE) technology, recently developed by the New Zealand Patience Project Charitable Trust may help to overcome these issues. IRE technology uses immersive 360-degree live-streaming and a virtual reality (VR) headset to enable hospitalized children and young people to connect with cameras located in either their school or home environment. OBJECTIVE This trial was undertaken to 1) quantitatively evaluate the effectiveness of IRE technology in reducing social isolation and improving social connectedness and wellbeing using validated outcome measures and 2) expand qualitative findings from a previous smaller ‘proof of concept’ trial to ascertain the views of hospitalized New Zealand children and young people, their caregivers and teachers regarding IRE technology. METHODS An open trial of IRE technology was conducted between December 2019 and December 2020 and included 19 New Zealand children and young people aged 13-18, who had been hospitalized at Starship Hospital, a specialist pediatric hospital in Auckland, for at least 2-weeks. All participants completed the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), an abbreviated version of the Social Connectedness Scale (SCS) and the Social Inclusion Scale (SIS) and at baseline. Ten participants used IRE technology as often as they wished over a 6-week period and completed post-intervention measures. Semi-structured interviews with a subset of participants, caregivers and teachers were conducted immediately post-intervention. RESULTS Participants reported improvements in social inclusion (mean change 3.9, SD 2.8, p 0.057), social connectedness (mean change 14.2, SD 10.0, p 0.002) and well-being (mean change 5.7, SD 4.0, p 0.003). Key themes from interviews with participants, caregivers and teachers were: the importance of support for using IRE technology, connecting vs connectedness, choice and connection, and the value of setting it up and getting it right. A number of recommendations for improving connectedness via IRE and related technology were also provided. CONCLUSIONS IRE technology can improve the social inclusion, social connectedness and well-being of hospitalized New Zealand children and young people. With some technological modifications and simplified implementation, IRE technology could become part of standard care and support hospitalized children and young people in New Zealand and elsewhere to sustain family and peer cohesion, experience fewer psychological problems and more easily return to normal life following completion of treatment. CLINICALTRIAL This study has been registered with the Australian New Zealand Clinical Trials Network Registry: ACTRN12619000252112p

Braiding Strands of Wellness

2019 ◽  
Vol 41 (1) ◽  
pp. 78-89 ◽  
Author(s):  
Sonya Atalay
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Teaching And Learning ◽  
Indigenous Communities ◽  
Well Being ◽  
Holistic Health ◽  
Graphic Narrative ◽  
Learning Practices ◽  
Health And Well Being

Drawing on Anishinabe concepts of holistic health and well-being, this article explores ways that repatriation of ancestral remains and cultural items can contribute to healing and well-being in Indigenous communities. The focus is on “Indigenous storywork” and embodied practices amongst those who are engaged in reclaiming ancestral remains and cultural items, with examples from the author’s experience in repatriation, reburial, and reclaiming cultural heritage. The author describes her work developing a graphic narrative about repatriation as a method of storywork. She describes her use of comics and other storywork practices in teaching, and as a means of bringing Indigenous teaching and learning practices into higher education.

scholarly journals Considering Young People’s Dislocation From STEM Education: Looking Beyond the Narrow Focus of Teaching and Learning Practice Within School

2021 ◽  
Vol 6 ◽  
Author(s):  
Sharon Fraser ◽  
Nicoli Barnes ◽  
Sue Kilpatrick ◽  
John Guenther ◽  
Georgie Nutton
Keyword(s):  
Student Engagement ◽  
Young People ◽  
Stem Education ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Stem Learning ◽  
Children And Young People ◽  
Post Secondary ◽  
Methodological Considerations ◽  
Rural Work

Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily available STEM-related jobs in RRR areas. Currently many rural children and young people are not exposed to, nor recognize the diverse ways in which STEM knowledge is required and used in their world. We propose that if young people are to increasingly engage with STEM and continue onto STEM-related careers, they must be able to see connections between their “school” learning of STEM and the STEM knowledge that is enacted in rural work and life. We also suggest that for this to change, there should be increased visibility of “place-based” knowledges, including Aboriginal STEM knowledges, in RRR communities to promote enhanced student engagement with STEM. In this paper we explore these ideas by drawing on Foucault and Bourdieu understandings to develop a methodological framework – the Place-based STEM- alignment Framework for the purposes of exposing alternate STEM knowledges. We argue that the nuanced and critical methodological approach applied in the development of the Place-based STEM-alignment Framework, is necessary in order to generate this analytical tool and provide data that will allow us the scope to “reset” current understandings of STEM knowledges. The framework design provides us with the methodological vehicle to identify possible reasons for the invisibility of STEM knowledge and practices in the local fabric of RRR communities and to examine enablers and/or barriers to engagement in STEM learning. The framework must be a practical tool for use in the field, one that can be used in RRR communities to engage, children and young people, in STEM, in a way that is meaningful and that aligns with their everyday experience of RRR life. Finally, the framework has to work to enable alternative perspectives to be exposed that will advance methodological considerations of STEM.

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