Degree | Type | Year | Semester |
---|---|---|---|
4317127 Digital Humanities and Heritage | OB | 0 | 1 |
To attend these studies, the general prerequisites of the MA degree on Humanities and Digital Heritage are necessary. In general, the student should have already some studies at BA-level on Humanities and / or Social Sciences disciplines. The course can also be useful to computer science graduates who want to specialize in the use of digital technologies in the field of Humanities and cultural studies, although they do not have previous experience on Humanities nor Cultural studies. Familiarity, at use level, with computers and standard office software is required. Although not mandatory, prior training, at a basic level, in the use of computerized databases, computer-assisted cartography, digital photography and statistics is recommended.
The basic and reference bibliography is in English, as well as the software to be used. Knowledge of English at the level of specialized reading is therefore recommended.
This module introduces students to the design of cultural products related to heritage education, from the point of view of the user community for which it is intended. The main topics to be addressed will be the analysis of the different types of user, the teaching-learning processes, some educational methodologies, and the effectiveness of technology to implement the learning and teaching mechanisms. The objective is to learn to design a digital cultural project from an educational perspective, for which the learning processes for different types of public must be taken into account.
HERITAGE EDUCATION. Tangible and intangible heritage (humanities). What is digital heritage? What is heritage education? And why should it be used? Epistemological reflection / debate.
USERS AND PUBLIC. Debate: which audiences / users / clients ... Potential audiences, non-audiences, invisible audiences (women, children, refugees, newcomers ...). Universal Design of Activities (DUA).
AUDIENCE STUDIES. Quantitative and qualitative techniques and methods
TEACHING AND LEARNING. How people learn then we teach. Constructivism. Piaget, Vigotsky, Montessori (Reggio Emilia), Decroly. Social representations (Moscow) / identity. The role of heritage facilities in the teaching-learning process. The scientific method in education. Teaching units, sequencing of learning ... Multiple intelligences (Gardner). Skills design and learning results. Education (Children, Primary, Secondary, Adults).
COMMUNICATION STRATEGIES. Verbal / non-verbal communication (reenactment, living history performing arts). Marketing.
E-LEARNING. Design and implementation.
HERITAGE AND EDUCATION FOR CITIZENSHIP. Critical thinking. Citizenship education (health, social cohesion, identity). Education for the future
Guided activities: theoretical classes with an explanation of computer techniques and their theoretical and methodological foundations. Seminars of critical discussion of specialized texts.
Supervised activities: Presentation of computer equipment. Practical work with hardware and software. Individualized tutorials to monitor the activities and work entrusted, and to apply the knowledge and skills acquired in the final work of the module.
Autonomous activities: search for documentation, elaboration of databases, exercises of application of the studied analysis techniques, reading of texts, writing of works.
Problem-based learning. Case-based learning. Classroom practical work. Seminars. Workshops. Debates. Elaboration of written essays. Personal study
Guided activities may be in person or online.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Explaining theory and methodology | 36 | 1.44 | |
Type: Supervised | |||
Practical work at specialized laboratory and classroom | 25 | 1 | |
Type: Autonomous | |||
Reading and study of reference literature and exercices | 81 | 3.24 |
Individual test on the topics explained in class (30%).
Reports and written work (individually or in groups). They can be a prospective study that assesses the need to apply any digital technology in the field of humanities or cultural heritage studies, a critical bibliographic study on computer methodology and its theoretical implications, where a practical application of one of the techniques explained with students' own data (25% of the final grade).
Written summaries of the practical sessions, emphasizing the positive and negative aspects of the techniques and methods explained (25% of the final grade).
Critical commentary of specialized texts, from the bibliography that will be suggested at the beginning of the course (25% of the final note).
Class participation (face-to-face or online), attendance at tutorials (face-to-face or online). 10% of the final grade.
Participation in conferences scheduled for the coordination of the master's degree and other complementary activities (10%).
At the time of carrying out / delivering each assessable activity, the teacher will inform (Moodle, SIA) of the procedure and date of review of the grades.
The student will receive the grade of No evaluated as long as he / she has not taken the individual test on the topics explained in class and has not delivered more than 50% of the summaries of the practical sessions and text comments. In the event that the student commits any irregularity that could lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities in the evaluation acts of the same subject, the final grade for this subject will be 0.
In the event that the tests cannot be done in person, their format will be adapted (maintaining their weighting) to the possibilities offered by the UAB’s virtual tools. Homework, activities and class participation will be done through forums, wikis and / or exercise discussions through Moodle, Teams, etc. The teacher will ensure that the student can access it or offer alternative means, which are available to them.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Assistance and taking active part classroom activities | 10% | 0 | 0 | 1, 2, 3, 9, 7, 14, 13, 12, 10, 11, 8, 15, 20, 21, 18, 4, 17, 16, 19, 5, 6 |
Attending lectures and complementary activities | 10% | 4 | 0.16 | 1, 2, 3, 9, 7, 14, 13, 12, 10, 11, 8, 15, 20, 21, 18, 4, 17, 16, 19, 5, 6 |
Presentation of repports and written essais | 25% | 0 | 0 | 1, 2, 3, 9, 7, 14, 13, 12, 10, 11, 8, 15, 20, 21, 18, 4, 17, 16, 19, 5, 6 |
Theoretical exams (written or oral presentation) | 30% | 4 | 0.16 | 1, 2, 3, 9, 7, 14, 13, 12, 10, 11, 8, 15, 20, 21, 18, 4, 17, 16, 19, 5, 6 |
Written comments of specialized literature | 25% | 0 | 0 | 1, 2, 3, 9, 7, 14, 13, 12, 10, 11, 8, 15, 20, 21, 18, 4, 17, 16, 19, 5, 6 |
GONZÁLEZ MONFORT, N. (2007) L’ús didàctic i el valor educatiu del patrimoni cultural. Ed. Bellaterra
FONTAL MERILLAS, O. (2003) La educación patrimonial. Teoría y pràctica en el aula, el museu e internet. Ed. Trea
FONTAL MERILLAS, O. (2013) La educación patrimonial: Del patrimonio a las persones. Ed. Trea
SANTACANA MESTRE, J. I LLONCH MOLINA, N. (2012) Manual de didàctica del objeto en el museu. Ed. Trea
SANTACANA MESTRE, J. I MARTÍN PINYOL, C. (2010) Manual de museografia interactiva. Ed. Trea
URGELL PLAZA, F. (2014) Manual de estudiós de público de museus. Ed. Trea