Teaching and Learning of Cultural Heritage: Engaging Education, Professional Training, and Experimental Activities
<p>The on-site activity was carried out with students: sketches drawing with the target positions and laser scanner stations.</p> "> Figure 2
<p>The photographs shot at various Summer School editions from 2010 to 2019 show how the employed instruments have changed to stay up with technology and computer science.</p> "> Figure 3
<p>Conventional photogrammetric workflow (2010–2011): design and acquisition of stereoscopic images, recognition of homologous points and reconstruction of surface profiles.</p> "> Figure 4
<p>Final technical drawings (plans, sections and elevations) at the appropriate scales for the conservation project.</p> "> Figure 5
<p>Three-dimensional models and orthophotos generated by data processing.</p> "> Figure 6
<p>Materials and decay mapping.</p> "> Figure 7
<p>Bells digital survey modelling and metrological study.</p> "> Figure 8
<p>A photogrammetric specific application: face digital survey modelling, workflow.</p> "> Figure 9
<p>Tiny artefacts digitalization and modelling (details survey).</p> "> Figure 10
<p>Activities carried out during a student stage: artefacts surveying and 3D printing to design a tactile museum route for visually impaired or blind people.</p> "> Figure 11
<p>On-site and online didactic activities at the Monumental Complex of Laorca (Lecco) as part of the “Liceo Leopardi” PTCO.</p> "> Figure 12
<p>Photography lessons, from understanding the basics to practicing them in the classroom.</p> "> Figure 13
<p>Images of the VT with some stages of the game designed by students.</p> "> Figure 14
<p>The pictures refer to some of the activities held post lockdown within primary and lower secondary schools (Spring/summer 2021).</p> "> Figure 15
<p>Some pictures summarize activities with primary school scholars, using the printed version of the path game <span class="html-italic">“</span><span class="html-italic">Detective a Laorca” Enigmi e Misteri</span> designed by high school students (May, June 2022).</p> "> Figure 16
<p>Frames extracted from the documentary video ‘Legami di Comunità’ (Community ties) realized for ICOMOS IDMS 2021, ICOMOS Italia and CIPA Heritage Documentation. The images are accompanied by keywords that synthesize activities. The keywords summarize the sense attributed to Cultural Heritage: ‘Education, knowledge, respect, friendship: our cultural heritage’.</p> "> Figure 17
<p>Summary of the progressive increase in skills/competencies/awareness during the school career and beyond.</p> "> Figure A1
<p>An example of a questionnaire carried out at the end of the courses, for the learning evaluation.</p> "> Figure A2
<p>A questionnaire carried out at the end of the courses, for the teaching quality valuation.</p> "> Figure A2 Cont.
<p>A questionnaire carried out at the end of the courses, for the teaching quality valuation.</p> ">
Abstract
:1. Cultural Heritage and Education, a Brief Introduction
- accessibility (physical, socio-economic, sensorial, cognitive);
- communication (as a subsequent process to the cultural heritage recognition);
Cultural Heritage and Professional Figures
- being able to conduct research and collect information, not only of a historical nature, but all that contributes to the Cultural Property description;
- being able to conduct a preliminary examination of the heritage and its environment data, the executive techniques and the constitutive materials of both original and possible interventions and evaluation of the degradation conditions and the interactions between the work and its context;
- to be aware of the various phases of the intervention to be performed in order to plan competent phases at the appropriate time;
- know how to choose the proper instrumentation and equipment for the interventions/activities to be carried out;
- control the correct execution of the activities and verify the quality of the results;
- know how to manage the activities, taking care of all aspects, including administrative and worksite aspects;
- be able to document the results in ‘technical-specific’ venues and others, not necessarily composed of an audience of insiders.
- (i)
- theoretical references to the latest available technologies;
- (ii)
- the most efficient data-processing/management methods and, where possible,
- (iii)
- the use of state-of-the-art instruments during on-field activities.
2. Cultural Heritage Education: Universities and Summer Schools
2.1. Context
2.2. Methods
2.3. Education and Learning
2.4. Student Evaluation and Legacy
3. Cultural Heritage Education: Primary and Secondary School
3.1. Upper Secondary Education and Professional Paths
3.2. Primary and Low-Level Secondary School
4. Discussion
5. Conclusions
- on the initiatives to be undertaken;
- on the sharing of existing system actions at the national level;
- on confirming the relevance of cooperation;
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
Appendix A
Appendix B
Appendix C
Appendix D
1 | The autors refer to the “collaborative teaching” definition of R. Robinson and R. Schaible as “any academic experience in which two professors work together in designing and teaching a course that itself uses group learning techniques” [37]. |
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Achille, C.; Fiorillo, F. Teaching and Learning of Cultural Heritage: Engaging Education, Professional Training, and Experimental Activities. Heritage 2022, 5, 2565-2593. https://doi.org/10.3390/heritage5030134
Achille C, Fiorillo F. Teaching and Learning of Cultural Heritage: Engaging Education, Professional Training, and Experimental Activities. Heritage. 2022; 5(3):2565-2593. https://doi.org/10.3390/heritage5030134
Chicago/Turabian StyleAchille, Cristiana, and Fausta Fiorillo. 2022. "Teaching and Learning of Cultural Heritage: Engaging Education, Professional Training, and Experimental Activities" Heritage 5, no. 3: 2565-2593. https://doi.org/10.3390/heritage5030134