Title: Možnosti využití digitalizovaného kulturního dědictví ve vzdělávání
Variant title:
- Possibilities of using digitized cultural heritage in education
Source document: ProInflow. 2021, vol. 13, iss. 1, pp. [37]-63
Extent
[37]-63
-
ISSN1804-2406 (online)
Persistent identifier (DOI): https://doi.org/10.5817/ProIn2021-1-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/143900
Type: Article
Language
License: CC BY 3.0 CZ
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Účel – Cílem studie je stručně analyzovat současný odborný diskurs a zmapovat aktuální trendy v oblasti využití digitalizovaného kulturního dědictví, zejména jeho aplikace do vzdělávání středoškolských studentů. Na teoretickou studii navazuje drobná výzkumná experimentální sonda, která reflektuje použitelnost jednotlivých přístupů a důrazů odborné literatury při vývoji digitálních vzdělávacích objektů pro české středoškoláky. Design/metodologie/přístup – V první části stručně popisuje český a zahraniční kontext a dále pracuje s přehledovou studií nad texty z databáze Scopus. V druhé části využíváme experimentálního vývoje s využitím drobných výzkumných dat v kvantitativní i kvalitativní formě pro vývoj evaluovaného prototypu. Výsledky – Výsledkem studie je soubor zásad pro tvorbu digitálního vzdělávacího zdroje (DVZ), který pracuje s digitalizovaným kulturním dědictvím. Tento soubor se skládá jednak z kritické systematické reflexe dostupné literatury a také aplikace z ní vyplývajících poznatků do prototypů DVZ, které byly evaluovány se studenty gymnázia v Brně. Originalita/hodnota – Studie přináší syntetizující poznatky v podobě, která je snadno prakticky aplikovatelná. Její závěry mohou posloužit knihovnám, školám či jiným paměťovým institucím při tvorbě vlastních digitálních vzdělávacích objektů využívajících digitalizované kulturní dědictví.
Purpose – The aim of the paper is to analyze the current discourse on the use of digitized cultural heritage in education. It aims to describe its possible applications, especially in secondary education. The theoretical study is followed by a small-scale experimental research, which reflects the applicability of individual approaches in the development of digital educational resources for Czech high school students. Design/Methodology/Approach – The first part provides both Czech and foreign context on the educational use of digitized cultural heritage, then focuses on an overview study of texts retrieved from the Scopus database. In the second part, we describe an experimentally developed prototype of a digital educational resource based on data from both quantitative and qualitative research. Results – The result of the study consists in a critical review of the available literature dealing with use of digitized cultural heritage in education, but also in a set of principles for creating a digital educational resource that works with the digitized cultural heritage. Originality/Value – The paper provides synthesizing knowledge in a form that is easy to apply in practice. Its conclusions can help libraries, schools, or other memory institutions to create their own digital educational resources using digitized cultural heritage.
Note
Článek i jednotlivá DVZ byla vytvořena v rámci podpory projektu Operačního programu Výzkum, vývoj a vzdělávání, projektu CZ.02.3.68/0.0/0.0/18_067/0012281 Humanitní vědy dokořán.
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[2] Barbuti, Nicola & Giorgio, Sara & Valentini, Altheo. (2019). The Project BIBLIO – Boosting Digital Skills and Competencies for Librarians in Europe: An Innovative Training Model for Creating Digital Librarian. International Information & Library Review. 51. 300-304.
[3] Bortolotto, C. (2007). From Objects to Processes: UNESCO'S'Intangible Cultural Heritage'. Journal of Museum Ethnography, (19), 21-33.
[4] Carrozzino, Marcello & Voinea, Gheorghe & Duguleana, Mihai & Boboc, Razvan & Bergamasco, M. (2019). COMPARING INNOVATIVE XR SYSTEMS IN CULTURAL HERITAGE. A CASE STUDY. ISPRS – International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences. XLII-2/W11. 373-378.
[5] Cazzani, Alberta & Zerbi, Carlotta & Brumana, R. & Lobovikov-Katz, Anna. (2020). Raising awareness of the cultural, architectural, and perceptive values of historic gardens and related landscapes: panoramic cones and multi-temporal data. Applied Geomatics.
[6] Damala, Areti & Ruthven, Ian & Hornecker, Eva. (2019). The MUSETECH model: A comprehensive evaluation framework for museum technology. Journal on Computing and Cultural Heritage. 12. 1-22. | DOI 10.1145/3297717
[7] Dhonju, Hari & Xiao, Wen & Mills, Jon & Sarhosis, Vasilis. (2018). Share Our Cultural Heritage (SOCH): Worldwide 3D Heritage Reconstruction and Visualization via Web and Mobile GIS. ISPRS International Journal of Geo-Information. 7. 360. | DOI 10.3390/ijgi7090360
[8] Dolák, J., Holman, P., Jagošová, L., Jůva, V., Mrázová, L., Šerák, M., & Šobáňová, P. (2014). Základy muzejní pedagogiky: Studijní texty. Moravské zemské muzeum, Metodické centrum muzejní pedagogiky.
[9] Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and achievements: A case study of design-based learning in a science context. Journal of technology education, 19(2), 22-39.
[10] Faro Convention. (2005). Convention on the Value of Cultural Heritage for Society (Faro Convention). Dostupné z: https://www.coe.int/en/web/conventions/full-list/-/conventions/rms/0900001680083746
[11] Franco, Paola & Winterbottom, Mark & Galeazzi, Fabrizio & Gogan, Mike. (2019). Ksar Said: Building Tunisian Young People's Critical Engagement with Their Heritage. Sustainability. 11. 1373. | DOI 10.3390/su11051373
[12] HistoryLab. (2016). Historylab. https://historylab.cz/
[13] Garcia Fernandez, Jorge & Medeiros, L. (2019). INTEGRATING DIGITAL DOCUMENTATION AND COMMUNITY ENGAGEMENT: 'UNVEILING THE HIDDEN HAMINA' INTERNATIONAL SUMMER SCHOOL. ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences. IV-2/W6. 61-68.
[14] Gymnázium P. Křížkovského s uměleckou profilací. (2007). Školní vzdělávací program Gymnázia P. Křížkovského s uměleckou profilací. https://www.gymum.cz/content/1-o-skole/4-dokumentyskoly/modules/1-core-text-15gw1hu/00_svp2017.pdf
[15] Hahn, R. (2020). Creating Digital Gamebooks with Twine. Mixed Reality and Games: Theoretical and Practical Approaches in Game Studies and Education, 80, 61.
[16] Hooper-Greenhill, E. (2007). Museums and Education: Purpose, Pedagogy, Performance. Routledge.
[17] Chi, M. T. (2009). Active‐constructive‐interactive: A conceptual framework for differentiating learning activities. Topics in cognitive science, 1(1), 73-105. | DOI 10.1111/j.1756-8765.2008.01005.x
[18] Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of educational computing research, 12(4), 301-333. | DOI 10.2190/4T1B-HBP0-3F7E-J4PN
[19] King, B. (2015). The Manual of Museum Learning (2. ed.). Rowman & Littlefield Publisher.
[20] Koya, Kushwanth & Chowdhury, Gobinda. (2019). Cultural Heritage Information Practices and iSchools Education for Achieving Sustainable Development. Journal of the Association for Information Science and Technology. 71.
[21] Kurilovas, E. (2016). Evaluation of quality and personalisation of VR/AR/MR learning systems. Behaviour & Information Technology, 35(11), 998-1007. | DOI 10.1080/0144929X.2016.1212929
[22] Lewińska, Paulina & Zagórski, Piotr. (2018). Creating a 3D database of Svalbard's historical sites: 3D inventory and virtual reconstruction of a mining building at Camp Asbestos, Wedel Jarlsberg Land, Svalbard. Polar Research. 37.
[23] Mitrovic, A., Dimitrova, V., Lau, L., Weerasinghe, A., & Mathews, M. (2017, June). Supporting constructive video-based learning: requirements elicitation from exploratory studies. In International Conference on Artificial Intelligence in Education (pp. 224-237). Springer, Cham.
[24] Möslein-Tröppner, B., & Bernhard, W. (2018). Komponenten eines digitalen Gamebooks in der Bildung. In Digitale Gamebooks in der Bildung (pp. 31-96). Springer Gabler, Wiesbaden.
[25] Murphy, Maurice & Pavía, S. & Cahill, J. & Lenihan, S. & Corns, Anthony. (2019). AN INITIAL DESIGN FRAMEWORK FOR VIRTUAL HISTORIC DUBLIN. ISPRS – International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences. XLII-2/W11. 901-907.
[26] Ojamaa, Maarja & Torop, Peeter & Fadeev, Aleksandr & Milyakina, Alexandra & Pilipovec, Tatjana & Rickberg, Merit. (2019). Culture as education: From transmediality to transdisciplinary pedagogy. Sign Systems Studies. 47. 152. | DOI 10.12697/SSS.2019.47.1-2.06
[27] Ortega-Sánchez, Delfín & Gómez-Trigueros, Isabel. (2019). Didactics of Historical-Cultural Heritage QR Codes and the TPACK Model: An Analytic Revision of Three Classroom Experiences in Spanish Higher Education Contexts. Education Sciences. 9. 117. | DOI 10.3390/educsci9020117
[28] Owens, T. (2013). Digital cultural heritage and the crowd. Curator: The Museum Journal, 56(1), 121-130. | DOI 10.1111/cura.12012
[29] Pieńczak, Agnieszka. (2019). The Digital Platform of the Polish Ethnographic Atlas – From Idea to Implementation. Cesky Lid. 105. 459-473.
[30] Portalés, C., Rodrigues, J. M., Rodrigues Gonçalves, A., Alba, E., & Sebastián, J. (2018). Digital Cultural Heritage.
[31] Pybus, C. & Graham, Katie & Doherty, Joey & Arellano, N. & Fai, Stephen. (2019). New realities for canada's parliament: a workflow for preparing heritage bim for game engines and virtual reality. ISPRS – International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences. XLII-2/W15. 945-952.
[32] Rizvić, Selma & Boskovic, Dusanka & Okanovic, Vensada & Sljivo, Sanda & Zukić, Merima. (2020). Interactive digital storytelling: bringing cultural heritage in a classroom.
[33] Robberecht, R. (2007). Interactive Nonlinear Learning Environments. Electronic Journal of e-learning, 5(1), 59-68.
[34] Romero, M., & Kalmpourtzis, G. (2020). Constructive Alignment in Game Design for Learning Activities in Higher Education. Information, 11(3), 126.
[35] Sawyer, R., Smith, A., Rowe, J., Azevedo, R., & Lester, J. (2017, June). Is more agency better? The impact of student agency on game-based learning. In International Conference on Artificial Intelligence in Education (pp. 335-346). Springer, Cham.
[36] Sherman, S. R. (2008). Who owns culture and who decides?: Ethics, film methodology, and intangible cultural heritage protection. Western folklore, 67(2/3), 223-236.
[37] Simons, P. R. J. (1993). Constructive learning: The role of the learner. In Designing environments for constructive learning (pp. 291-313). Springer, Berlin, Heidelberg.
[38] Soto-Martin, & Fuentes-Porto, Alba & Martin-Gutierrez,. (2020). A Digital Reconstruction of a Historical Building and Virtual Reintegration of Mural Paintings to Create an Interactive and Immersive Experience in Virtual Reality. Applied Sciences. 10. 597. | DOI 10.3390/app10020597
[39] Spiro, R. J., Collins, B. P., & Ramchandran, A. R. (2008). Modes of openness and flexibility in cognitive flexibility hypertext learning environments. In Online and Distance Learning: Concepts, Methodologies, Tools, and Applications (pp. 1903-1908). IGI Global.
[40] Stitzlein, Hannah & Han, Myung-Ja & Benson, Sara. (2018). Unraveling Challenges: Rights Statements in Digital Cultural Heritage Collections. Journal of Library Metadata. 18. 135-150. | DOI 10.1080/19386389.2018.1540328
[41] Stradling, R. (2004). Multiperspektivita ve vyučování dějepisu. Praha: MŠMT.
[42] Stránský, Z. (2005). Archeologie a muzeologie. Masarykova univerzita v Brně.
[43] Šisler, V. (2014). Československo 38-89. O projektu. http://cs3889.cz/article.do?articleId=1148
[44] Šobáňová, P., Lažová, J. a kol. (2016). Muzeum versus digitální éra. Univerzita Palackého v Olomouci.
[45] Talboys, G. K. (2011). Museum Educator's Handbook. Routledge.
[46] Tynjälä, P. (1998). Writing as a tool for constructive learning: Students' learning experiences during an experiment. Higher Education, 36(2), 209-230. | DOI 10.1023/A:1003260402036
[47] Tzima, Stavroula & Styliaras, Georgios & Bassounas, Athanasios & Tzima, Maria. (2020). Harnessing the Potential of Storytelling and Mobile Technology in Intangible Cultural Heritage: A Case Study in Early Childhood Education in Sustainability. Sustainability. 12. 9416.
[48] Tzima, Stavroula & Styliaras, Georgios & Bassounas, Athanasios. (2019). Augmented Reality Applications in Education: Teachers Point of View. Education Sciences. 9. 99. | DOI 10.3390/educsci9020099
[49] Verpoorten, D., Glahn, C., Kravcik, M., Ternier, S., & Specht, M. (2009, September). Personalisation of learning in virtual learning environments. In European Conference on Technology Enhanced Learning (pp. 52-66). Springer, Berlin, Heidelberg.
[50] Walmsley, Alex & Kersten, Thomas. (2019). LOW-COST DEVELOPMENT OF AN INTERACTIVE, IMMERSIVE VIRTUAL REALITY EXPERIENCE OF THE HISTORIC CITY MODEL STADE 1620. ISPRS – International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences. XLII-2/W17. 405-411.
[51] Xu, Chong & Huang, Yi & Dewancker, Bart. (2020). Art Inheritance: An Education Course on Traditional Pattern Morphological Generation in Architecture Design Based on Digital Sculpturism. Sustainability. 12. 3752.
[52] Yu, Y., & Chen, Y. (2018). Design and development of high school artificial intelligence textbook based on computational thinking. Open Access Library Journal, 5(9), 1-15.
[53] Zabulis, Xenophon & Meghini, Carlo & Partarakis, Nikolaos & Beisswenger, Cynthia & Dubois, Arnaud & Fasoula, Maria & Nitti, Vito & Ntoa, Stavroula & Adami, Ilia & Chatziantoniou, Antonios & Bartalesi, Valentina & Metilli, Daniele & Stivaktakis, Nikolaos & Patsiouras, Nikolaos & Doulgeraki, Paraskevi & Karuzaki, Effie & Stefanidi, Evropi & Qammaz, Ammar & Kaplanidi, Danai & Galanakis, George. (2020). Representation and Preservation of Heritage Crafts. Sustainability. 12. 1461.