Gamification is a recipe for fun and engaging learning that uses game mechanisms. The main idea of gamification is to take the engaging elements of gaming, like the challenge, the element of chance, the competition, the cooperation, the feedback, the rewards, the winning or the progression, and implement them into the teaching process. Let us look at five typical game mechanisms in more detail:

Continue Reading

We humans are not the only creatures on this planet who are familiar with the concept of play. In fact, play is widely practiced by most animals in some form. This suggests that a child’s urge to play is not a cultural phenomenon but an innate biological response to survive in the world.

Continue Reading

‘Cultural awareness and expression’ is one of the eight key competences that form the reference tool which EU Member States to be integrate into strategies and infrastructure in the context of lifelong learning.

The other key competences are:

1) Communication in the mother tongue,

2) Communication in foreign languages,

Continue Reading

Teenagers and heritage

Teenagers tend to question the customs, traditions, habits, beliefs and attitudes which had been passed on to them during their childhood, while they seek their own place in the world and their own identity. During this search for one’s place in the world and among others, meaningful heritage can help young people reshape their own value system and identities.

Digital heritage resources:

Resources that have been digitalised as a way to preserve them (including text, images, video and records)

Tips

For engaging young people with cultural heritage in a meaningful way, educational activities included the following characteristics

Continue Reading

Heritage education

Cultural heritage is used in the teaching environment, mainly to bring cultural heritage to the attention of as many pupils as possible and to enrich the learning processes.

Heritage education is an approach to teaching and learning based on the idea that heritage offers the opportunity to learners to engage in experiences that make them learn. By directly experiencing, examining, analysing and evaluating cultural heritage such as buildings, monuments, workplaces, landscapes, artefacts, rituals and traditions, learners gain knowledge, intellectual skills and a wider range of competences that enhance their capacities for maintenance and improvement of the society and ways of living.

Continue Reading

Cultural heritage shapes our everyday lives. It surrounds us in Europe’s towns and cities, natural landscapes and archaeological sites. It is not only found in literature, art and objects, but also in the crafts we learn from our ancestors, the stories we tell our children, the food we enjoy and the films we watch and recognise ourselves in.

Cultural heritage includes

Continue Reading

Our right to enjoy the arts, and to participate in the cultural life of the community is included in the United Nation’s 1948 Universal Declaration of Human Rights

Article 27

(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

The Council of Europe Framework Convention on the Value of Cultural Heritage for the Society (Faro, 2005) gives most comprehensive definition of cultural heritage, embracing its tangible, intangible and digital dimension in a holistic way:

Cultural Heritage is a group of resources inherited from the past, which people identify, independently of ownership, as a reflection and expression of their constantly evolving values, beliefs, knowledge and transitions. It includes all aspects of the environment resulting from the interaction between people and places through time (Faro 2005).

Continue Reading