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Giuseppe Mossuti works as a project manager in the Science Education Department of European Schoolnet (EUN). He manages and coordinates all activities of Europeana DSI-4 on behalf of EUN, i.e. ambassadors, MOOC, publications, etc. For EUN, he also manages activities related to Make it Open, an EU funded project carried out across 10 countries, which focuses on the maker movement and open schooling. Besides holding a Master's degree in Sociology and an MSc in Social Research, Giuseppe is a licenced journalist and has authored and contributed to publications for newspapers, magazines and public institutions. He has proven communication expertise in four languages: English, French, Italian and Spanish.

Ivana is an English and German high school teacher who works in I.gimnazija Osijek. She is a Europeana DSI-4 Teacher Ambassador for Croatia and coordinates the Croatian teacher User Group. In the past two years, she has moderated the "Europeana in your classroom: building 21st-century competences with digital cultural heritage" online course. Moreover, she is actively involved in several international projects and is coordinating four Erasmus projects at the moment.

Behind the Course

Europeana, a platform with millions of cultural heritage items from thousands of institutions across Europe and beyond, provides multilingual high-quality content that educators and learners can freely access to implement blended learning activities and student-centred methodologies (like PBL or IBSE).

Over the last years, the Europeana MOOCs have trained around 4,000 educators contributing to build students' resilience and skills for their future.

Disclaimer and Copyright

This course was produced under the Europeana DSI-4 project, which is co-financed by the Connecting Europe Facility of the European Union. The course content has been produced by Europeana DSI-4 Ambassadors, the Europeana Foundation and European Schoolnet. The course is the sole responsibility of the organizer and it does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of the information contained. More information about the project here.

All content on this course unless specified otherwise is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Ivana is an English and German high school teacher who works in I.gimnazija Osijek. She is a Europeana DSI-4 Teacher Ambassador for Croatia and coordinates the Croatian teacher User Group. In the past two years, she has moderated the "Europeana in your classroom: building 21st-century competences with digital cultural heritage" online course. Moreover, she is actively involved in several international projects and is coordinating four Erasmus projects at the moment.

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Digital Education with Cultural Heritage

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his MOOC makes use of Europeana’s digitised collection of cultural heritage and content from the Teaching with Europeana blog, where participants will find resources such as pictures, videos, texts, and various tools that they can easily integrate in their educational activities.

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© European Schoolnet Academy. All rights reserved except where noted. EdX, Open edX and their respective logos are trademarks or registered trademarks of edX Inc.

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This map shows the location of participants in the course "Digital Education with Cultural Heritage" on European Schoolnet Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course. If you want, you can leave some contact details; then other participants who are located close to you can contact you to arrange a course meet-up. Please be aware that this map is publicly accessible and hyperlinked on the course, so only share private details at your own discretion.

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Digital Education with Cultural Heritage map

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This map shows the location of participants in the course "Digital Education with Cultural Heritage" on European Schoolnet Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course.

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Module 1: Europeana: Transform Education with Digital Culture

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Module 1: Europeana: Transform Education with Digital Culture

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Discuss and explore what cultural heritage is, and its importance;

Become familiar with the Europeana platform, and its work in education;

Be introduced to the learning scenario templates and the self-assessment rubric.

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Hello! I teach English as a Foreign Language in a Secondary School in Rome. I've been teaching English for 18 years. I'm specialized in developing ICT in the classroom. I like learning new things, I think life-long learning is the aim of a good teacher. I like trying new methods to make my lessons interactive and I believe this digital period forces us to keep up with technological progress and I want to be at the forefront. I am eTwinning Ambassador. I am Teacher Trainer for eTwinning Regione Lazio. I am Genially Ambassador and Adobe Creative Educator.
My web site: https://emilianarufo.wordpress.com/

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Tangible, or physical cultural heritage includes objects, buildings and works of art. These are further divided into movable and immovable cultural heritage. Immovable heritage consists of buildings and monuments, which themselves can contain works of art, such as frescos, carvings, stained glass windows or organs. Movable heritage includes – amongst others – books, documents and clothing.

Intangible cultural heritage consists of non-physical aspects of culture, such as social customs at a particular time in history, social values, spiritual beliefs, etc. Tangible cultural heritage (physical objects) can always be interpreted alongside intangible cultural heritage (political, philosophical, social or spiritual values at a certain point in history). Intangible cultural heritage is more difficult to preserve.

Digital cultural heritage can be defined as embracing “cultural, educational, scientific and administrative resources, as well as technical, legal, medical and other kinds of information created digitally, or converted into digital form from existing analogue resources” (The Charter on the Preservation of Digital Heritage of UNESCO).

Natural heritage is also an important part of a society's heritage, including the countryside and natural environment or natural reserves.

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Art and Science in Cultural Heritage in Education

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Art and Science in Cultural Heritage in Education

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I teach English as a foreign language, I have some CLIL lessons using Science or Art as topics

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Europeana is an initiative of the European Union, financially and politically supported by the European Commission since its launch in 2008. Europeana empowers the cultural heritage sector in its digital transformation.

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Discover Europe's digital cultural heritage

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Search, save and share art, books, films and music from thousands of cultural institutions

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I knew something about this website. I attended a course about Europeana to use in the classroom. I think there are a lot of topics I can use and deepen with my students. I teach English as a foreign language and I usually use CLIL to teach geography, culture and traditions of other countries. I think I could arrange different activities by using materials on Europeana website.

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You can assess several competences with rubrics, not only knowledge but also collaborative activities and the use of technology.
I use self-assessment rubrics for collaborative activities with a final digital product to be presented by students. Students can assess their competences, attitude towards the task, their development in the learning process.

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Module 2: Search and Use Europeana Website to conduct your Educational Activity

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Module 2: Search and Use Europeana Website to conduct your Educational Activity

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Europeana.eu provides access to over 50 million digitised artefacts with sophisticated search and filter tools to help you find what you are looking for. Over 20 million, have open licenses and can be freely re-used in education. The resources that can be found in Europeana include:

Texts: books, letters, archival papers, dissertations, poems, newspaper articles, facsimiles, manuscripts, and music scores

Images: paintings, drawings, prints, photographs, pictures of museum objects, maps, graphic designs, plans and musical notation

Video: films, news broadcasts and television programmes

Sound: music and spoken word from cylinders, tapes, discs, and radio broadcasts

3D: virtual 3D representations of objects, architecture, or places

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I teach English as a foreign language. I would like to use realia materials about the origin of sports in Europe, because most of them are actually presented as a British invention. It could be interesting for students develop this kind of topic.
Activity: hoe to search in the Europeana collections

Title: University of Edinburgh Sports Union, Cricket Team, 1924
Author: unknown
Type of license: CC BY
Link: https://www.europeana.eu/portal/it/record/9200273/BibliographicResource_3000058490872.html?q=cricket

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There is a lot of materials and it is difficult to make a choice.
I searched something about the Tudors, my favourite British royal family. Really interesting:
https://www.europeana.eu/it/item/362/item_IOWJMOY3HF3X42R3FYREV3L6KWB5KUHJ

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Module 3: Explore Europeana Educational Tools and Resources

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Module 3: Explore Europeana Educational Tools and Resources

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Gain an in-depth understanding of the most useful resources available for you on Europeana.eu;

Learn how to use Europeana classroom, Historiana, Transcribathon, and Features for your day-to-day educational activity;

Continue to explore the learning scenario, i.e. (1) teacher/classroom case scenario, (2) museum educator/exhibition case scenario.

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I like using original real photographs and paintings you can find on Europeana. They can help during my lessons to explain history  in English (as a foreign language)and make real characters of the past real.
https://www.europeana.eu/it/item/2024904/https___www_topfoto_co_uk_asset_1824059

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Historiana is an open, online resource for educators in Europe and beyond interested in using digital technologies to teach inclusive history and citizenship in blended formats. It offers free historical content, ready to use learning activities, and innovative digital tools made by history educators across Europe

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Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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I would like to present the three British Queen: Elisabeth I, Victoria and Elisabeth II by starting from images, paintings, pictures from Europeana and Historiana. Students could find materials and create a Timeline about the period they were Queens by using some apps (like Sutori for Example)

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Select the e-Activity builder in Historiana, choose two of the tools provided and create an e-Learning activity - the available tutorials might help you with the procedure. Then, add your idea below, sharing the title and link to your activity with other participants. Feel free to comment on some of your peers' activities.

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Create your own e-Learning activity - brainstorming and voting | tricider

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Select the e-Activity builder in Historiana, choose two of the tools provided and create an e-Learning activity - the available tutorials might help you with the procedure. Then, add your idea below, sharing the title and link to your activity with other participants. Feel free to comment on some of your peers' activities.

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An example of using Europeana features could be:
In a lesson about India Culture-CLIL History, Geography and Traditions (in English as a second language) I would introduce Fashion in India by starting from an image of a Sari (traditional cloth) in the section "Fashion": https://www.europeana.eu/it/item/2048210/europeana_fashion_2005_6_0217
or  introducing Indian food by starting from a picture: https://www.europeana.eu/it/item/2024904/https___www_topfoto_co_uk_asset_1827228.
You can find pictures, realia and information useful for CLIL activities.

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I found this creative activity about Superstitions in Britain.
Level of Education: Secondary school (13-14 y.o)
Type of implementation: it could be a start to deepen differences about superstitions in Italy and the UK. I will use the activity in explaining the first and second conditional in English or the Future with will.
The title of the LS is:

‘ Black Cats, Broken Mirrors and Others – Let’s Talk About Superstitions’

https://blogs.eun.org/teachwitheuropeana/stories-of-implementation/implementation-of-black-cats-broken-mirrors-and-others-lets-talk-about-superstitions-soi-it-163/

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I would like to create a Learning Scenario dealing with History and Geography in a CLIL activity.
I teach English as a foreign language and teaching History and Geography in English is really important to me.
Title: Australia, the Land down under

Content: History of Australia
Communication: using past simple tense and vocabulary related to historical facts, geography and
traditions of Australia.
Culture: Australian Facts
Cognition: Geography and History of Australia during the British Empire and today
It will be: A collaborative and student-centred learning activity.
Students will research online materials, they will collaborate in creating presentations about Australia and the Aborigines, they will read and listen to real facts, watch videos, they will select appropriate images and information to create a final digital product to present in groups to the whole class and the teacher.

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Module 4: Design learning Scenarios with Europeana Content and Resources

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Module 4: Design learning Scenarios with Europeana Content and Resources

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Methodologies:

Flipped Classroom - students are assigned the homework relevant to the next session and then practice the content in the classroom, this allows for personalisation of learning and boosts students autonomy. OECD iLibrary | Blended learning (OECD)

Project-based Learning - This trend puts the spotlight on real-world problems that capture the interest of students through a driving question or challenge embedded in a school project, fostering the acquisition and application of new knowledge. OECD iLibrary | Experiential learning (OECD)

Cooperative Learning - In this method, students work in small groups to accomplish a common learning goal under the guidance of the teacher, fostering a sense of community and a warmer atmosphere in the classroom. What Is Cooperative Learning? 5 Strategies for your Classroom (teacheracademy.eu)

Gamification - With an incredible ability to engage students through the use of videogames or score cards, this approach focuses on the benefits of playing and the mechanics of games within the context of formal learning. OECD iLibrary | Gamification (OECD)

Problem-based Learning - PBL is a pedagogical approach that enables students to learn while engaging actively with meaningful problems. Heavily based on constructivism, learning is triggered by a problem which needs resolution. Problem-Based Learning: An Overview of its Process and Impact on Learning (ScienceDirect)

Inquiry-based Learning - IBL is a pedagogical approach that triggers students’ curiosity about a problem inviting them to (1) develop questions they are hungry to answer, (2) research the topic related to the questions, (3) present their research and finally (4) reflect on the results. What the Heck Is Inquiry-Based Learning? ( Edutopia.org)

Content and Language Integrated Learning - in CLIL students learn a subject and a second language at the same time, the success of a CLIL course is heavily dependent on a good integration of both. What is Content and Language Integrated Learning? (english.com)

Game Based Learning - While gamification is the use of different motivating elements that foster competition between users, GBL is linked to the cognitive area of the product, its appearance and its visual attractiveness. What is Game-based learning? (game-learn.com)

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My favourite innovative pedagogy: my post in the forum

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My favourite innovative pedagogy: my post in the forum

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I am Flipped teacher but I am actually involved in a lot of eTwinning projects - I am eTwinning Ambassador - so the activities I create for my students are a mixed of flipping learning, cooperative learning, project-based learning and of course CLIL because I am an English teacher in Italy and I like introducing Geography, History, Social Studies and the goals of the Agenda 2030 to my students. I am also specialize in Gamification for Learning, I am Genially Ambassador, I use Genially app to create Escape Rooms... Here are two of my activities:

CLIL - INDIA https://view.genial.ly/605a2bf4b8c6f90d6c34c77

Harry Potter books: https://view.genial.ly/601d5cefa0f2bc0d0ac1f7d0

Here is the link to my personal web site: https://emilianarufo.wordpress.com/

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I think this period of technological innovation related to learning and teaching is forcing us to keep up with these enhancing methodologies and to be at the forefront.
I am Flipped teacher but I am actually involved in a lot of eTwinning projects - I am eTwinning Ambassador - so the activities I create for my students are a mixed of flipping learning, cooperative learning, project-based learning and of course CLIL because I am an English teacher in Italy and I like introducing Geography, History, Social Studies and the goals of the Agenda 2030 to my students. I am also specialize in Gamification for Learning, I am Genially Ambassador, I use Genially app to create Escape Rooms...
Digital Cultural Heritage can be a wonderful mean to find images, information, realia, articles to better improve learning and engage students in the learning process.

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I think the activity is really inspiring, it's important to involve students in learning  activities related to the goals of Agenda 2030. A challenging task is the best way to learn.

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Which 21st-century skills your Europeana learning scenario fosters - My post in the forum

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Which 21st-century skills your Europeana learning scenario fosters - My post in the forum

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Hello! I am Emiliana.
I'm creating a Learning Scenario about a CLIL - Geography Lesson.
Here are the Competences my students are going to develop:

Learning and Innovation Skills: 4Cs – Critical thinking, Communication, Collabora on, Creativity Informa on, Media & Technology Skills
1. Communication in the foreign language
2. Digital skills
3. Spirit of ini a ve and entrepreneurship 4. Cultural awareness and expression

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Module 5: Assess Cultural Heritage Lessons

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Module 5: Assess Cultural Heritage Lessons

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Receive information about assessment,

Watch examples of self-assessment,

Submit your Europeana learning scenario,

Receive instructions to conduct a peer review,

Review the work of your course peers.

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Summative assessment is outcome-focused, rather than process-focused. This type of assessment provides the means for finding out whether your project has reached its goals/objectives/outcomes.

Formative assessment is a technique that allows the evaluation of learning by comparing it against some standard or benchmark. According to the Carnegie Mellon University’s definition, the goal of formative assessment is to monitor learning and to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.

Another innovative way of assessing educational activities is peer assessment, a collaborative learning technique in which people – i.e., educators, teachers, students – assess their peers' work and have their work assessed by peers.

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Australia: the Land down under and the Aborigines
https://drive.google.com/file/d/1W3mg2cCDFckRZ-Ag_0ULRJ7A8X5RDSaf/view?usp=sharing

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EUN Culture_EN Certificate _ European Schoolnet Academy

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https://eu.badgr.com/public/assertions/nzd-wk3IRCmeU6H2JchoYw?identity__email=emiliana.rufo@gmail.com

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Badge_Digital Teacher and Cultural Heritage