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"Digital civic education. A hypothesis for primary schools', the outcomes and designs of the experimental course in Lombardy

Adapted and translated from Maria Cristina Garbui’s article available here CREMIT 

At the end of March, the work of the project realized by Corecom Regione Lombardia and the Università Cattolica di Milano, through its Research Centres on Media and Communication (OssCom) and on Media Education for Innovation and Technology (Cremit), under the scientific direction of Piermarco Aroldi and Pier Cesare Rivoltella, was concluded.

We share here the Padlet "ECD. Un'ipotesi per la scuola primaria" (A hypothesis for primary schools), which brings together all the design perspectives realised by the 232 teachers who took part in the course, who, divided into groups, experimented with devising activities to contribute to critical and responsible use of digital resources at school.

Faced with the projects that the trainees created for their classes, we asked ourselves: how can we make all citizens aware of the importance of cultural heritage in community life and the need for its protection and enhancement? (Panciroli, 2019)

Starting from a shared format, each working group drew up its own project framework and realised the artifacts linked to it to make its proposal even more spendable in the classroom, augmenting it digitally through the use of ad hoc apps.

The desire to be able to enjoy a didactic museum that would make it possible to immerse oneself in the works realised by the teacher-trainees prompted the team of trainers and trainees of the Media Education degree to get involved once again with a view to realising a real virtual didactic museum using Artsteps.

Artsteps is a web-based software released by Dataverse Ltd that allows users to create art galleries, museums and exhibitions within immersive settings. It can include both two- and three-dimensional artefacts, as well as videos, images, texts and hypertexts that can also be easily accessed through the use of VR (Virtual Reality).

The use of VR should be connected to the recursiveness of immersion and distancing processes (Rivoltella, Rossi, 2019) and, more generally, to the activation of experiential and reflexive processes.

In Artsteps, cultural heritage is revealed in relation to the environments that collect, preserve, display and communicate it. According to this perspective, the digital environment acquires particular relevance when it represents a privileged context for manipulation and experimentation (Panciroli, 2017).

The visitor, in fact, can:

  • adopt different subjective points of view to understand the characteristics of an artefact or the nature of a concept;
  • increase the conditions of authenticity of a task (e.g. visualise some rare animal species in an exploratory form in VR so that they are then able to recognise them in the field) (Garavaglia, 2019).

 

We therefore invite you to experience this by accessing the Padlet link "ECD. A hypothesis for the primary school" to explore the proposals of the schools that participated in the project.

Within each column of the Padlet itself, you will be able to click on the post of the educational museum created for each working group and thus access the educational museum created.

 

Enjoy the immersive experience and thanks to all those who made this project possible!

 

Bibliography

Garavaglia A. (2019), Ambienti di apprendimento. In: Tecnologie per l’educazione [a cura di] P.C. Rivoltella, P.G. Rossi. Milano: Pearson, pp. 111-124.

Panciroli C., Macauda A. (2019), Spazi digitali per educare al Patrimonio: il MOdE, Museo Officina dell’Educazione. In: Studi avanzati di educazione museale. Napoli: Edizioni Scientifiche Italiane, pp. 49 – 62.

Panciroli C., Macauda A. (2017), The space as an educational and a didactic tool of interpretation: the example of the atelier of “The child and the city”. «RICERCHE DI PEDAGOGIA E DIDATTICA», Vol. 12, pp. 131 – 140.

Rivoltella P.C., Rossi P.G. (2019), Il corpo e la macchina. Tecnologia, cultura, educazione Brescia: Scholé.

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