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Student assessment in cultural heritage lessons

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Student assessment in cultural heritage lessons

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In this section, you will have the chance to explore a rubric to use with your students in cultural heritage lessons. When working with rubrics, it is important to take into account that they need to be adapted to the content of the learning scenario and also to the students' age.

Some criteria for using a rubric to assess a student's skill in relation to a cultural heritagelesson can be, for instance:

Ability to perform a basic search (identify keywords and collect information about cultural heritage)

Ability to use digital tools (use a variety of techniques)

Competence to work in a team (assume shared responsibilities, respect different viewpoints)

Competence to communicate (listen actively and express ideas)

Development of critical thinking (reflecting on learning; justifying arguments)

Character (respect and maintaining of positive values)

While using a rubric with your students, keep in mind that the primary aim of the rubric is not to grade or induce competition: rubrics help to assess, communicate and develop.

Have a look at this rubric that your students can use to do a self-evaluation of the work they have done in a task, a project, etc. As you can see, there are different categories that evaluate the students’ work, such as the quality of work, time management, problem-solving, attitude, etc. Please note this is only an example of a rubric you can use in your class, and therefore all these categories can be changed and adapted according to the skills and competences you would like to assess.

Christianity in the Middle Ages, a learning scenario created by Gwendoline Juilleron, is a good example of a History lesson that teaches collaboration to students. This scenario deals with how Christianity spread in the Middle Ages and how it became institutionalised, influencing politics, socio-economic values and the daily lives of people.

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Teacher self-assessment in cultural heritage lessons: Rubrics

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Teacher self-assessment in cultural heritage lessons: Rubrics

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In this section, you will find out how to use a rubric to assess your students’ work. A rubric is a tool that provides focused feedback on works in progress and allows one to evaluate, rather than grade, learning outcomes. It is a document or table that describes different levels of quality and lists what is expected from participants throughout the learning process. Rubrics can be used to evaluate student work but also as part of a formative, student-centred process. They have the potential to help students develop understanding of the topic at hand and different kinds of 21st-century skills. Students and teachers can build their own rubrics, by using different online tools such as Rubistar, among others.

If you want to give it a try and use a rubric in your classroom, you can have a look at this rubric, prepared by teachers for teachers to assess their own lessons.

If you would like to follow the whole process of creating a learning scenario and then evaluating one’s own classroom implementation, you can have a look at the scenario prepared by Katarzyna Kwiatek-Grabarska: European Wonders of Nature with Europeana Collections.

In this scenario, Katarzyna uses Europeana collections to show the beauty of Europe by exploring scientific and cultural resources within Europeana, which enable students not only to acquire geographic and linguistic knowledge but also to interact with arts in a more innovative and engaging way. Moreover, students also had the opportunity to carry out a self-assessment with the online tool, Kahoot, which created a lot of interest and motivation among them.

If you want to know more about the scenario Katarzyna Kwiatek-Grabarska has prepared, you can access her scenario and all the resources she used to create it here.

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In the following paragraphs, you can follow and compare how different European stakeholders and organisations define 21st-century skills.

The European Digital Competence Framework for Citizens (DigComp) is a document that collects several guidelines and offers a tool to improve citizens’ digital skills.

As the World Economic Forum reports, the skills that people have are lagging behind the skills that people (or employers) actually need, and the gap is growing wider. The skills that are needed the most are collaboration, communication and problem-solving. These are primarily acquired through social and emotional learning (SEL). Eventually SEL leads to higher employability and educational fulfillment. If you would like to find out more regarding the World Economic Forum’s position on the issue, please consult this article.

It is interesting to compare this position with the framework of the National Council on Measurement in Education:

1. Ways of thinking (creativity, innovation, critical thinking, problem-solving, decision-making and learning to learn)

2. Ways of working (communication, collaboration and teamwork)

3. Tools of working (information literacy and ICT literacy)

4. Living in the world (citizenship, life and career skills and personal and social responsibility)

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Introduction to assessment of 21st-century skills

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Introduction to assessment of 21st-century skills

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In this section you will understand why in a VUCA world (short for Volatility, Uncertainty, Complexity, and Ambiguity) 21st-century skills have been defined as crucial by key institutions such as the European Commission's Science and Knowledge Service. As the European Commission argues, Europe is currently facing new skills challenges: "The aim is for everyone to have the key set of competences needed for personal development, social inclusion, active citizenship and employment. These competences include literacy, numeracy, science and foreign languages, as well as more transversal skills such as digital competence, entrepreneurship competence, critical thinking, problem-solving and learning to learn."

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What are the advantages of using both summative and formative assessment?

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What are the advantages of using both summative and formative assessment?

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The balanced use of both the summative and the formative technique allows a broader/holistic vision of the entire learning process and enables one to improve at each stage, while ensuring a reliable way to justify the level of achievement of what has been learned.

Assessment can be carried out with different tools, including digital ones, such as Kahoot, Socrative, Plickers or Quizziz, all of which offer a platform to give participants valuable feedback.

Another innovative way of assessing students is peer assessment. Peer assessment is a collaborative learning technique, in which students assess their peers' work and have their work assessed by peers. It gives students feedback on the quality of their work, often with ideas and strategies for improvement.

Digital tools can help change assessment from something teachers do to students into something teachers and students collaboratively construct. Here are some examples of free tools teachers can use in their classrooms to create digital learning portfolios with their students: Padlet, Evernote, Kidblog. But it could be anything that has a shared platform, therefore making it accessible for everyone to contribute.

Rubrics are an attempt to delineate consistent evaluation criteria. They allow teachers and students to evaluate based on complex and objective criteria, and provide a framework for self-evaluation, reflection and peer review. With rubrics, it is possible to get a fair and accurate assessment, foster understanding of the topic at hand, and indicate a way to proceed with the learning/teaching, without actually having to "grade" students.

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Assessment is the final part of the learning process, although it should not be understood as a final evaluation but as a way to improve the whole process. Assessment is important, since it is the tool that teachers and students use to judge whether their educational needs have been met. The two main categories of assessments are summative, which focuses on the outcomes, and formative, which focuses on the development of a programme.

Summative assessment can take place during the implementation of the educational project, but is most often undertaken at the end of a project. It 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.

On the other hand, formative assessment is a technique that allows the evaluation of student learning during an instructional unit by comparing it against some standard or benchmark. However, information from summative assessments can also be used formatively, when students or teachers use it to guide their efforts and activities in subsequent courses. According to the Carnegie Mellon University’s definition, the goal of formative assessment is to monitor student learning and to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.

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In this section, you will learn about the Learning Designer and how to use it to plan your lessons effectively.

The Learning Designer is produced independently by the London Knowledge Lab. It is a Web-based toolthat facilitates the creation and sharing of learning designs and supports the integration of learning technology.

The learning design is displayed as a sequence of activities you have created, similar to a lesson plan, and shows all the main properties you have included, such as topic, number of students, aims, outcomes, and duration of the learning time.
The first thing you need to do in order to become familiar with the Learning Designer, is to create an account, if you don't have one yet. You can create a new account here.

After logging in to the Learning Designer, at the top you will see a tool bar with two buttons, "Designer" and "Browser".

The Designer sheet

Within this section, you can design your lesson. Start with specifying the title and topic of the session, the number of students and the duration. Additionally, you can determine the aimsand outcomes of the lesson and give a short description.

Once you have given the necessary information, you can click on "Add TLA", with which you can start adding a set of Teaching and Learning Activities (TLA). You can add a name and choose from 6 learning types: Read/Watch/Listen, Collaborate, Discuss, Investigate, Practice or Produce. For every section, you can specify how long it might take (time), how many students are involved (individual work = 1), whether or not the teacher needs to be present and you can give a description of what the students are going to be doing exactly. You can continue adding TLAs as long as you wish.

Once you have finished the design, you will see a pie chart in the top right corner of the page. This tells you exactly what percentage of the lesson your students will be spending experiencing the different learning types. You can also adjust the total learning time, if necessary.

The Learning Designer also enables the teacher to attach links to Open Educational Resources (OERs) anywhere on the web. For example, a presentation on SlideShare could be attached to a Read/Watch/Listen activity; a curation tool could be attached to an Investigation activity; and a worksheet on a shared drive could be attached to a Production activity.

When you finish creating your lesson plan, make sure you click the "Save" button and add your design to the learning design library. You can also convert the design into a Word document and download it.

The Browser sheet

This section is there to help you browse other, completed learning designs. It is also possible to adapt one for your classroom, by clicking on "Turn editing on". This creates a copy of the original learning design that you can freely edit.

Now that you know how the Learning Designer works, give it a try and plan a lesson according to the learning scenario you have been creating in the previous modules.

You can also view this example of a lesson plan created in the Learning Designer: An hour of code. Make sure to scroll around the lesson plan, because not all elements will be displayed inside the window.

Once you have created your lesson plan with the Learning Designer, please add the link to the learning scenario in the learning activities section. Make sure you add as much detail to your lesson plan as possible, specifying the timing for each activity, as well as the tasks that the students will have to carry out.

We are sure you will enjoy the Learning Designer; it is a very useful tool you can keep using to plan your own lessons!

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An Art, Language and History lesson with Europeana

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An Art, Language and History lesson with Europeana

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The learning scenario The Century of Children's Games, created by Kimmo, is a project about children’s games in the time period of Finnish independence (1917-2017), organised as a part of a Finnish Independence Day exhibition in the school.

Within this learning scenario, children search for pictures about children from different decades and replicate the games played in the past. On the exhibition day, the students introduce their photos (originals retrieved through Europeana) and replicas/modern versions at their own location (a table in the corridor). If students have time, they complete extra tasks, such as recording interviews with their friends and family members, and search for additional information, such as toys or games used by them.

The project combines the subjects of (local) history, arts, and the Finnish and English languages, and covers skills such as critical information retrieval, media literacy and media usage (Photoshop and GIF). It also develops transversal competences such as linguistic and cultural skills and creative problem-solving, and it promotes digital learning, joy of learning, a collaborative atmosphere and student autonomy, as the students themselves are the drivers of their own learning process. The discussion to select the right picture and the creation of a modern version of the photo allows for collaborative work among the students, which is also very motivating and engaging for them.

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Napoleon Bonaparte played an important role in European history between 1805 and 1813. As a starting point, this learning scenario tries to capture the emotions that this influential historical person awoke throughout Europe and how they were expressed by creating cartoons. In this way, students can also understand the codes and techniques of satirical images in general.

The Napoleon as seen by the opponents learning scenario was designed in order to help students to think about satirical cartoons as historical documents and learn how to study a document in a specific context and how to present the results of this activity to peers.

Students are given satirical cartoons selected by the teacher from the Europeana repository to analyse. After a group discussion, students decide what kind of additional information they need to develop the learning outcome. Searching on Europeana, students will find more resources to complete their team work.

In this scenario produced by Jean-Christophe, students are work together to complete a task, which in this case is a final presentation about the topic. In order to do so, students are required to read the images and explain their idea about the historical context in which they were created - usually by opponents of Napoleon.

According to research by Laal and Ghodsi (2012), the benefits of collaborative learning are many: it allows the learner to realise her own interdependence with others, and encourages positive interaction and recognition of responsibility. What is more, collaborative learning (CL) in the classroom promotes critical thinking skills, increases results in the classroom and creates learning communities.

So, why not try to find a resource in Europeana that you can use for collaborative learning?

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A Physics and Technology lesson with Europeana

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A Physics and Technology lesson with Europeana

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This learning scenario created by Rafael Montero is intended for an interdisciplinary lesson where Biology and Technology teachers work together to deliver a blended lesson. In this lesson, high school students will study recordings of birds from the Europeana repository and compare them with their own recordings of local fauna.

Students have to analyse the pitch and frequency of the audio data. In addition, students have to develop field work to collect real-life data from nature (using their mobile phones) and combine it with their classroom study. While developing the work, problems shall arise, which will be solved by students along the learning process, using the methodology of PBL.

The final product that students will create in this scenario is a poster or infographic. In order to create the infographic, students will have to familiarise themselves with open software tools such as Audacity and Sonic Visualizer. This final product will also enable students to reflect on what they have learnt during the project. Additionally, at the end of the project, results will be freely available for the educational community to work with.

This scenario follows a collaborative learning methodology, as students are asked to work in groups, which helps to improve their creativity.

If you would like access to the material that Rafael used to create this scenario, just follow this link.

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An Inquiry-Based Science Education lesson with Europeana

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An Inquiry-Based Science Education lesson with Europeana

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The scenario Story of Darwin and the Comet Orchid that Matteo has created revolves around Charles Darwin and how he was able to predict the presence and shape of an insect from the study of an orchid shape, years before the insect was discovered. The insect was not discovered until after Darwin’s death. The activity presents the story using original material (books and letters) and biological samples included in the Europeana archive. This scenario is suitable for a Biology course, specifically a lesson about co-evolution, a process that happens when two different living beings evolve together. The Story of Darwin and the Comet Orchid is an inquiry-based activity suitable for high school students.
But what is Inquiry-Based Science Education (IBSE)?

Inquiry-based learning (IBL) is an educational strategy through which students follow methods and practices similar to those of professional scientists in order to construct knowledge (Keselman, 2003). One of the benefits of using IBL is that the students are an active part of their own learning process: they must suggest an experimental activity to peers and design it. IBL is organised into different steps, in which teachers guide the students to think about an experimental idea, design the experiment and present the results to their peers.

There are four levels of inquiry-based learning:

1. Confirmation inquiry: At this level, the teacher uses inquiry as confirmation for already acquired knowledge. For example, the teacher gives a lesson about a topic, then prepares an activity by posing questions and guides students through it to an answer that is already known by them.

2. Structured inquiry: The teacher provides the scientific question and guidelines or structure to the investigation. Students are required to explain their findings.

3. Guided inquiry: The teacher only provides the research question. Students are responsible for designing their own experiments and validating data at the end of the process.

4. Open inquiry: Students formulate their own research questions, design the experiment and present their findings.

Why use Europeana in IBSE methodology?

Nowadays, inquiry is easier to implement in classrooms thanks to digital resources, and this is exactly what Europeana provides. Thanks to the use of digital material in the classroom, students engage effortlessly with activities, precisely because the scenario includes stimulating images and sounds. Europeana provides material that can be used to implement different kinds of IBSE activities in your classroom, and digital material that can be used to help carry out the experiment or present the results of an activity based on an IBSE methodology.

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Project-based learning and augmented reality with Europeana

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Project-based learning and augmented reality with Europeana

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According to the Buck Institute for Education, project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Wikipediadefines augmented reality as a direct or indirect live view of a physical, real-world environment whose elements are "augmented" by computer-generated perceptual information, thus altering one’s current perception of a real-world environment.

Teachers using both PBL and AR claim that their use in the classroom is beneficial, as augmented reality changes the way that students interact with their world and the way they learn their subject matter. Besides, if you work with printed AR-enabled worksheets, you allow students to keep working with AR from home, which will keep their interest and engagement alive outside school. This aspect is very important, as it enables students to foster a positive relationship with education and technology, and they can advance at their own pace.

The scenario that Gilles has created allows students to link the past with today’s political problems, by combining project-based learning and augmented reality. In order to carry out this project, students have to find various resources (maps, photos, videos) about their region, Alsace, or any other region facing political tension. Once they have conducted the research, they construct an augmented reality product, also discussing how peaceful citizens can contribute to solving the initial political tension. This way, students have not only gained history knowledgeand technical skills by working for a period of time to investigate Alsace and its origins, but they have also become more motivated and engaged thanks to augmented reality. The combination of these two approaches makes teaching and learning more rewarding, as they help to connect students and schools with communities and the real world, which boosts students' engagement and motivation to work.

If you are interested in using PBL in your school, take a look at this page, where you will find the information you need to create a successful project that will maximise student learning and engagement.

If you want to know more about Augmented Reality, the International Society for Technological Education has a great number of resources on producing printable AR worksheets that can be adjusted to fit any age group and subject matter. Moreover, you can investigate the topic of AR further by reading A Scannable Solution for Your Classroom by Monica Burns, which provides educators with examples of how to use AR with QR Codes efficiently.

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Introduction to the learning scenarios of Europeana DSI-3

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Introduction to the learning scenarios of Europeana DSI-3

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The aim of the Europeana DSI-3 project (September 2017 – August 2018) is to continue reaching educators and mainstreaming the use of cultural heritage in the classroom. To accomplish this, it organised a Developer Group of teachers (18 teachers from across Europe) who produced a set of learning scenarios, and open source, professional development materials for teachers based on the Europeana Collections. The 18 teachers from Finland, France, Italy, Poland, Portugal and Spain cover a range of disciplines and curriculum topics in primary and secondary education, such as STEM (science, technology, engineering, and mathematics) subjects, but also art and languages. These teachers have helped build the MOOC you are taking now.

In a second phase of the project, a User Group of teachers (60 teachers from across Europe) have been testing the learning scenarios in order to provide feedback. More information about the Europeana DSI-3 project can be found here.

If you are interested in seeing all the learning scenarios the Developer Group has created, you can access them here by typing the key word Europeana.

In the following sections, we will explore some of these learning scenarios more thoroughly, and you will have the chance to discover how to integrate Europeana content into different subjects and using different methodologies.

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As a teacher, it is very important to take into consideration the multiple ways students learn, and certainly reflect on how the type of activities students carry out, as well as where these activities take place, are effecting their engagement and performance.

If you want to get some inspiration for activities that can be easily carried out outdoors, you can check out the following learning scenarios, made by three of the Developer Group teachers, which focus on the learning space and the learner’s role.

A trip to the South Pole by José María Díaz This learning scenario aims at fostering students’ interest in reading scientific papers and raising awareness of historical facts, and José María Díaz focuses on outdoor education, so learning outside of the school building in a “real” environment, which is certainly a very motivating way of engaging students!

Introduction to Art History by Niina Väntänen In this learning scenario made by Niina, she also uses the application Vangoyourself to ask her students to replicate a painting. This way, students will learn from art history, recognising eras and styles and learning how to organise these chronologically.

Rocks in the Arts by Teresita Gravina In this scenario, Teresita chooses to focus on outdoor activities as well as cloud-based learning and Bring Your Own Device to ask her students to search for rocks outside, and to take notes about this outdoor activity. Do you want to know more about this scenario?

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Europeana offers endless possibilities for teachers to incorporate cultural heritage in their lessons, as they can be implemented in different subjects with students at different levels. Some ready-made examples of learning scenarios you could also try to implement in your classroom are the following:

History teachers of any age group: On the Historiana platform you find a variety of lesson plans which you can browse not only by themes but also by teaching methods. Choose a teaching method you haven’t tried yet: try drama or roleplay. There are lesson plans with printable worksheets (also suited for classrooms with no computers or Internet access). The advantage of this tool is that you can either use it online or offline.

History teacher teaching WW1: If you have Macbook yourself and iPads for classroom use, the free iTunesU course and Multi-Touch book World War I: A battle of perspectives is a great starting point. It has plenty of pictures, maps and cartoons, so you can use it even if you teach in another language. NB: The course material is only available in the iTunesU app on iPhone or iPad, and the Multi-Touch book for Mac. You can also combine the iTunesU course with the Transcribathon tool and Animals in the Great War, both of them focusing on World War I.

Primary teacher (of students between 6 to 11 years old): If you teach Geography or Arts, you can also combine these two subjects to elaborate a lesson through the study of landscape details in painting. As you will see in the scenario Artistic Landscapes, made by Fulvia Piccolo, the students have to search in the Europeana platform in order to create an interactive e-book about landscapes that will be shared between schoolmates. This scenario is recommended for children between 7 and 8 years old. If you want to see Fulvia’s account on how the implementation went, you can find it back in Module 2!

If you are a middle school Maths/Physics teacher (of students up to 15 years old) who wants to work with density and volumes, you can check out the scenario When in History did wallets weight the most? created by Ryszard Markowicz, one of the 18 Developer Group Teachers. Stay tuned for Module 5, where Ryszard will give an account of how the implementation went for him!

Or, if you are a high school Physics teacher (of students up to 18 years old) who is teaching sound (frequency and amplitude) to students, you can see how to incorporate sounds in your lessons with the scenario Sounds of Nature made by Rafael Montero, one of the Developer Group teachers.

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The collection of Europeana publications is important, especially if one wishes to look behind the processes that drive Europeana and would like more information on the goals, business plansand research created by and about Europeana. One of the most relevant Europeana publications is the Guide to using Europeana in Education. This guide introduces the basic principles of searching for and using Europeana’s content in education, and it covers topics like copyright and licenses that allow educational reuse. The guide is available in English, French and Spanish, and it can be used by educators across all subjects, students and lifelong learners, developers of educational resources and educational publishers. Follow this link to explore the Guide to using Europeana in Education further.
Curated datasets are the best way to save time while browsing the Europeana database. Curated databases are carefully selected Europeana content records on a particular topic. Check out the datasets in case you have no time browsing more than 50 million items. Here are some examples:

High-resolution paintings from the Mauritshuis

Photographs of Catalan photographer Josep Maria Sagarra

Art Nouveau plants and ornaments

Early Japanese photographs

Birdsongs in Europeana

Make sure you explore the platform thoroughly to find out how to enrich your educational resources and inspire learners with Europe's digital cultural heritage!

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In the Europeana Education space, you can find the complete portfolio of resources, tools and publications of Europeana to help practitioners to bring digital cultural heritage content to education.

Here you can find three main elements which are very relevant for teachers: Apps, Publications and Curated datasets. These three spaces are hosted on Europeana Professional, a platform featuring Europeana resources and services for various professional communities, from educators and researchers to creative industries and cultural heritage experts.

According to the Europeana Impact Insights (2017) publication: “the problem for humanities researchers, teachers and creatives is that they do not always have easy access to trustworthy pan-European cultural heritage content, mainly because of a lack of digitization and copyright issues.” Therefore, the aim of Europana Professional is to create an open, creative and knowledgeable community in which stakeholders can share, improve and disseminate the benefits of cultural heritage. Now let’s explore what this means for education!
Europeana gives you access to a wide variety of applications, developed by third parties, that you can utilise in your class within many fields, such as Science, Cultural Heritage or Art.

You will find a selection of applications here. Some apps that are worth mentioning are: Sourcera, a free tool that allows you to search the largest archives in the world, Art Up Your Tabor Sound Connections. Please do consider that some of these applications have been created without direct supervision from Europeana and therefore proper functioning cannot be guaranteed. Try also the Vangoyourself tool.

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Europeana has also created – in collaboration with selected partners – numerous ready-to-use digital learning resources and tools that you can easily try and implement in your classroom. Do you want to know more? Keep reading!

The first resource we would like to mention is Transcribathon for education. This is an online collaborative tool designed with the partner Facts & Files, which allows students to transcribe and annotate documents related to the First World War, like diaries, letters, etc.

The possibilities offered by this tool are numerous, as you can choose from a large variety of handwritten texts and primary sources and use these documents in the context of any subject of your choice. This could be, for example, in History (related to WW1 and national/regional history), specific language classes, or in Civic, Social and Political Education programmes.

Transcribathon can be used in a wide variety of educational settings (from secondary to university level) and it allows students to work either in groups or individually. Besides, the tool is available in various languages, which helps students to engage even more fully with their heritage or to use it for language learning.

This is a very fun and powerful tool that can bring history to life, and that will help you engage students with history they don’t find in the textbooks.
If you want to give it a try, you can use this tool directly in your classroom or even set up a Transcribathon in your class or school ‘in competition’ with other schools. If you are interested in organising such an event with Europeana or with your Ministry of Education, you can get in touch here. Besides, you can also have a look at this video for more information. Have an in-depth look at the website to explore the numerous possibilities of using Transcribathon in education.

Some other tools worth mentioning are the following:

The Historiana platform, an initiative of the European Association of History Educators (EUROCLIO), was founded to bring supplementary pan-European resources (from curated collections to e-learning activities) to history educators and students in secondary education.

The free iTunes U course and Multi-Touch book World War I: A battle of perspectives with content from Europeana’s unique 1914-1918 collection, for secondary education and lifelong learning. Learners are encouraged to develop their own understanding of events leading to the war.

The Art Stories FACES app and game for primary education developed by the Italian start-up Art Stories, which uses paintings from the Europeana Collections to encourage kids (5-10 years old) to learn about visual arts while having fun. Help your students to learn the basics of visual art with this tool. Have a look at this video to learn how.

Animals in the Great War: The eBook Animals in the Great War is a free, bilingual resource for secondary education teachers and students. It was developed by the Associazione culturale Se and is available in Italian and English. The eBook studies the First World War from the standpoint of the animals that took part in it, using openly licensed resources from the Europeana 1914-18 collection.

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https://youtu.be/avFYrRX2P7E

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How does one use the thematic collections, galleries and exhibitions?

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How does one use the thematic collections, galleries and exhibitions?

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There are numerous possibilities to use the thematic collections, galleries and exhibitions. One example could be to use one thematic together with a gallery, as you can see in this learning scenario developed by Fulvia Piccolo, primary school teacher from Italy. With this scenario, Fulvia aimed to create an interactive e-book about landscapes, for which she used the European landscapes and landmarks gallery from the Europeana platform, which offers paintings of the landscapes and landmarks of Europe, showing the variety and beauty of this great continent. To develop her learning scenario, Fulvia also used the Europeana Maps and Geography thematic collection, which allows you to explore 468,404 maps, globes, charts and more from collections across Europe, as well as the Rivers and canals gallery.

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Exhibitions are vivid stories coming from the thematic collections that bring their highlights to life by adding interesting information and creating narratives that can be viewed in a new, visually appealing format. An exhibition has around 10-20 images, and additional videos or text explaining the context of the artworks.

Some examples of exhibitions that can be found in Europeana platform are the following:

Art (e.g. Art Nouveau - Universal Style)

Fashion (e.g. Past to Present - Fashion Reinterpretations)

Music (e.g. Recording and Playing Machines)

Photography (e.g. Industrial Photography in the Machine Age)

World War I (e.g. Sausages and Cigars for Christmas)

Here you can see an example of how Miia Käär, one of the 18 Developer Group Teachers, used the An Ecstasy of Beauty exhibition in her learning scenario, Work by Finnish Artists on World Map, which aims at raising awareness of Finnish art and sites/places/countries that the artists show in their work.

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Galleries present a curated selection of images on a certain theme. Most of the galleries are related to the aforementioned thematic collections: Europeana Art, Europeana Music, Europeana Fashion and Europeana 1914-1918. You can access the galleries here. Licensing information is provided for all of the Galleries.

Some galleries that you can explore:

Art by female artists

Fashion illustrations

Women in World War I

Photographs of choirs from around Europe

In the following video you can see an example of how Brandão Maria Antónia, one of the 18 teachers in the Developer Group, used the Europeana 1914-1918 thematic collection and the Fashion from WW1 gallery in her learning scenario, War and peace...the changing role of Women

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Thematic collections are a more detailed dive into the highlights of popular topics on the Europeana platform. This makes it easier for you to find what you are looking for. Here is a list that summarises Europeana’s thematic collections:

Europeana Art – A thematic collection that gathers artworks, such as paintings, drawings and prints from European institutions.

Europeana Fashion – Demonstrates hundreds of thousands of catwalk photographs, historical dresses and accessories. Specific fashion-related filters (such as designer, item type, technique) help you narrow your search to find specific content.

Europeana Music – Includes more than 250.000 music recordings, pieces of sheet music and musical instruments. Under the banner of Europeana Sounds, the Europeana Radio project was developed to give people a way to discover and listen to the music from Europeana Music.

Europeana Photography – This thematic collection includes more than 1 million photographs.

Europeana 1914-1918 - Stories, films and historical material about the First World War. Since 2011, Europeana 1914-1918 has worked with partners in 22 countries to hold family history “roadshows” to which the public bring their documents and stories from the First World War to be scanned or photographed and added to the archive.

Europeana Migration - Dedicated to the theme of migration to, from and within Europe. This collection is still growing in 2018.

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Our experienced teachers have devoted a lot of time to exploring the Europeana thematic collections, so have a look at the following tips for a more quick and efficient search in Europeana thematic collections.

When looking for information to implement in your lesson, search the thematic collections, as they are already curated, which will save you a lot of time.

When searching for material, you might find material for limited use; check the original source and its copyrights, as they might differ from the Europeana copyrights, for example.

When one first searches a thematic collection, it is easier to narrow down the search, especially for younger students. For example, landscape paintings are better found in the thematic collection and are ready for use. You save time, and it is difficult for younger students to search without a certain theme.

To search through the portal, you can use filters, but you should write the keyword properly, because if it is not spelled correctly, it will not work. It might be useful to use the search tips in the Guide to use in Education to help you with the search.

When searching for items in Europeana, you will see their copyright information. If the material you want to use has restrictions, do not give up, search through the restrictions! You might be able to use it for educational purposes. For example, the pictures in this scenario are of limited use in Europeana, but when one checks the original source, they appear to be under the Finnish national copyright system and are free to use for educational purposes, if the original author is mentioned.

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Make sure you also check the Guide to Using Europeana in Education. This guide will walk you through the process of searching for and using Europeana’s content in education, and it covers topics such as copyright and licenses that allow educational reuse, or how you should credit Europeana content when you use it. The guide, available in English, French and Spanish, is of use to educators across all subjects, students and lifelong learners, developers of educational resources and educational publishers, and you can download it here.

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If you are wondering about the benefits and advantages of using Europeana in your lessons, keep reading!

Teachers and educators usually face several difficulties when planning their lessons. On the one hand, they have to find a way to “liven up” their classes with new and exciting resources. On the other hand, it is vital to make sure the content that they use in the classroom can be legally used. The Europeana Collections is the best solution to all the aforementioned obstacles. This platform is a digital cultural open library which allows you to access resources of museums all around Europe. This platform not only provides a safe environment for finding resources, but it gives you the opportunity to find items that can be reused straight away in your lessons, and that have been previously curated by professional experts to assure the quality and the authenticity of the resource.

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Europeana Collections is Europe’s digital library, museum, gallery and archive that provides online access to a vast store of cultural heritage material from across Europe. Through this multilingual platform, individuals and professionals can discover, research, share and enjoy Europe’s wealth of digital cultural resources such as books, photos, paintings, television broadcasts and 3D objects.

Europeana Collections provides access to over 50 million digitised with sophisticated search and filter tools to help you find what you are looking for. 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

The Collections include topics such as:

• 1914-1918 | • Music
• Arts | • Natural history
• Fashion | • Photography
• Maps and Geography | • Sport
• Migration

The Europeana Collections are created in collaboration with cultural heritage institutions around the world and include a refined filter tools option to provide better and more user-friendly search. Before you start browsing, it is useful to remember four questions that will make it easier to find what you are looking for:

Who? When? What? Where?

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Europeana Education is an online space and an initiative to bring Europe’s digital cultural heritage closer to education.

Cultural heritage has a crucial role to play in education. Although educational curricula and national priorities differ, at the core of our educational systems we all want to make the most interesting and inspiring content available for students and lifelong learners. Europeana’s digitised collection of cultural heritage can provide multiple perspectives on historical, political, economic, cultural and human developments across Europe and beyond.

Europeana Education supports teaching and learning with innovative tools and resources like virtual learning environments (Historiana), eBooks (World War I: A battle of perspectives) or apps and games (Art Stories FACES). Some of the best examples for tools also include a Guide to using Europeana, which gives search tips and information on copyright and crediting, and Transcribathon, an online collaborative tool that allows students to transcribe World War I original documents such as diaries or letters and engage more fully with their past.

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Europeana is Europe's digital cultural heritage platform. It currently provides access to over 50 million digitised items from more than 3700 European libraries, museums, archives and galleries. This huge database represents a great media, thematic and language variety – you can find images/text/audio/video/3D content on art, architecture, maps, films, natural history, fashion and more in over 30 languages. A big part of this content – over 20 million items – is openly licensed and can be freely reused in various work and learning projects.

You can easily search Europeana via key words or by colour, people, time period, and topics, or explore curated resources, ranging from virtual exhibitions and galleries to thematic collections on World War I, Art, Music, Fashion, Photography or Migration, with two new collections coming in 2018, Newspaper and Manuscripts.

The mission of Europeana is to transform the world with culture, unlock cultural heritage treasures and make them available online for everybody to enjoy, work or educate with.

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Can you imagine a lesson without cultural heritage material?

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Can you imagine a lesson without cultural heritage material?

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It is nearly impossible to teach any subject without it and it has been effectively defined as “an ideal way of giving meaning to the future by providing a better understanding of the past” (Textes adoptés par le Comité des Ministres du Conseil de l'Europe, 1998).

In the article ICT and Cultural Heritage Education: Which Added Value?, researchers argue that “a huge and fast increasing number of cultural heritage artefacts have become digital: this has a significant effect on cultural heritage education, both because the number of objects available is incredibly enlarged and because each single artefact can be regarded and studied from many different perspectives” (Ott & Pozzi, 2008). However, it can also be argued that ICT is still overwhelmingly used for maintaining cultural heritage artefacts rather than learning about them.

For these reasons, cultural heritage coupled with ICT is increasingly seen by teachers and educators as an essential tool in their daily classes that can be better exploited. We asked European teachers what they think about cultural heritage in the European context.