Framework to Heritage Education Using Emerging Technologies
Heritage education is the process that allows people to learn about their heritage. This has been traditionally carried out in school settings in which teachers use conventional educational strategies as printed books to teach that kind of topics. However, the problem of heritage education is that m...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/18021 |
| Acceso en línea: | http://hdl.handle.net/10256/18021 |
| Access Level: | acceso abierto |
| Palabra clave: | Patrimoni cultural Cultural property Realitat augmentada Augmented reality |
| Sumario: | Heritage education is the process that allows people to learn about their heritage. This has been traditionally carried out in school settings in which teachers use conventional educational strategies as printed books to teach that kind of topics. However, the problem of heritage education is that more and more people that born in a particular place, lost the opportunity to know in deep their heritage due education could be neither effective nor contextualized to the need and preferences of the people. Currently, emerging technologies as mobile learning or augmented reality, have opened a really increasing set of opportunities to improve heritage education by offering alternatives to customize, locate and contextualize learning. It implies think about how to use adequately technology for learning. Our aim in this paper is to introduce the “Framework to Heritage Education”, a framework for heritage education using emerging technologies as augmented reality. This proposed framework is based on the LTSA that proposes a conceptual architecture to facilitate the educational process mediated by information technologies. In this case, the changes on this architecture have been defined taking into account the processes and entities involved in heritage education. “Framework to Heritage Education” has been validated in Cartagena de Indias (Colombia), where tourism and citizens tested “Social Heritage App” which is inspired in the proposed framework to close individuals to their heritage. Results are promising and give us important inputs to improve the “Framework to Heritage Education” and the “Social Heritage App” |
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