Periodic Reporting for period 1 - xFORMAL (Informal and Non-Formal E-Learning for Cultural Heritage)
Reporting period: 2021-09-01 to 2023-08-31
The xFORMAL project aims to create a context where science and technology meet citizens of all ages in an informal, intergenerational educational environment based on a platform and game dedicated to the common European cultural heritage.
The project strategy is based on several cornerstones aiming at discovering and enhancing the cultural heritage of Europe at the beginning of history, before the arrival of Rome.
The main components of the project are
- the past of pre-Roman European history (partly taught in formal education), i.e. the inclusion of the minorities of the past, i.e. the discovery of a part of European history that is usually neglected by citizens and in many school curricula. Yet the peoples who inhabited Europe in the first millennium BC shared many common cultural, technological, religious and linguistic characteristics. They stand for unity in fragmentation and diversity, a strong reminder for our society in the present and in the future. The selection of this historical period for the project has a double advantage: on the one hand, the cultural heritage scenarios can be easily identified, and on the other hand, citizens are led to discover an unusual part of their cultural landscape that reminds them of the common European history.
- a landscape as an environment that plays an important role in the construction of social and personal identities. From this perspective, the landscape with its cultural heritage is understood as a medium that conveys information rather than an objective container. In the cultural landscape, the visitor becomes a social actor.
- the heutagogy approach to promote and support lifelong learning, as learners acquire competences and the ability to learn in new and unfamiliar environments.
- an e-game (widely recognised as an informal educational tool) to provide informal and non-formal knowledge to citizens has good reasons, as it falls under the Game-Based Learning (GBL) methodology, which invites learning through play and takes advantage of the intrinsic motivation of games. Games can help citizens and students connect more closely to science and develop scientific methods and tools for critical thinking. Games are unique and special environments for learning and enjoyment.
- an interdisciplinary and cross-sectoral approach as a general working framework allows citizens and students to benefit from different and complementary methods of learning and analysis.
The project strategy is based on several cornerstones aiming at discovering and enhancing the cultural heritage of Europe at the beginning of history, before the arrival of Rome.
The main components of the project are
- the past of pre-Roman European history (partly taught in formal education), i.e. the inclusion of the minorities of the past, i.e. the discovery of a part of European history that is usually neglected by citizens and in many school curricula. Yet the peoples who inhabited Europe in the first millennium BC shared many common cultural, technological, religious and linguistic characteristics. They stand for unity in fragmentation and diversity, a strong reminder for our society in the present and in the future. The selection of this historical period for the project has a double advantage: on the one hand, the cultural heritage scenarios can be easily identified, and on the other hand, citizens are led to discover an unusual part of their cultural landscape that reminds them of the common European history.
- a landscape as an environment that plays an important role in the construction of social and personal identities. From this perspective, the landscape with its cultural heritage is understood as a medium that conveys information rather than an objective container. In the cultural landscape, the visitor becomes a social actor.
- the heutagogy approach to promote and support lifelong learning, as learners acquire competences and the ability to learn in new and unfamiliar environments.
- an e-game (widely recognised as an informal educational tool) to provide informal and non-formal knowledge to citizens has good reasons, as it falls under the Game-Based Learning (GBL) methodology, which invites learning through play and takes advantage of the intrinsic motivation of games. Games can help citizens and students connect more closely to science and develop scientific methods and tools for critical thinking. Games are unique and special environments for learning and enjoyment.
- an interdisciplinary and cross-sectoral approach as a general working framework allows citizens and students to benefit from different and complementary methods of learning and analysis.
In line with the game's objective of enhancing Europe's oldest identity substrate through experiential in situ activities (visits to museums and archaeological sites) and online cultural games, research in the first year of the project covered the identification of scenarios (at least seven) best representing the linguistic and cultural diversity in the partnership countries in the historical period considered.
Great attention was paid to:
- Contextualising the Palaeo-European cultures geographically and chronologically;
- Identify the writing and the use of writing of the different cultures and the different types of inscriptions characteristic of a concrete epigraphic culture.
- Value the heritage that our history has left us over the centuries.
In close collaboration with the academic scientific partners and in line with the methodological and educational aspects identified and agreed upon by all researchers, the technology partners were responsible for structuring the platform and studying the strategies for creating the game. The partner expert in cartography created the ancient maps to be used for geolocation.
In the second year, an outline for a pathway model for the game has been produced. The document "How to Build a Pathway" was the starting point for creating the other pathways, creating the pathway editor and designing the user interface.
From a graphic point of view, a mockup was developed using the graphic elements and textures developed for the logo/website, an asset with a colourful environment and symbols (circle, square, triangle and St Andrew's cross) representing routes, stops, places, records (monuments) and challenges. The effect is fast, effective, accessible and intelligent.
In terms of storytelling, the partnership has designated a character for each route to tell the story and guide players through the different stages.
On the technical side, a pathway editor was created to manage the data produced by the scientific partners needed to develop the game.
In addition, a feasibility test of the paths was carried out using the following parameters: - the distance between stations on a land trail; - accessibility of stations and their location, and assurance that monuments and objects included in the trails will not be loaned to other institutions unless a good photograph or life-size replica is guaranteed in their place; - an equal number of stations, sites and documents must be the same in all trails.
Great attention was paid to:
- Contextualising the Palaeo-European cultures geographically and chronologically;
- Identify the writing and the use of writing of the different cultures and the different types of inscriptions characteristic of a concrete epigraphic culture.
- Value the heritage that our history has left us over the centuries.
In close collaboration with the academic scientific partners and in line with the methodological and educational aspects identified and agreed upon by all researchers, the technology partners were responsible for structuring the platform and studying the strategies for creating the game. The partner expert in cartography created the ancient maps to be used for geolocation.
In the second year, an outline for a pathway model for the game has been produced. The document "How to Build a Pathway" was the starting point for creating the other pathways, creating the pathway editor and designing the user interface.
From a graphic point of view, a mockup was developed using the graphic elements and textures developed for the logo/website, an asset with a colourful environment and symbols (circle, square, triangle and St Andrew's cross) representing routes, stops, places, records (monuments) and challenges. The effect is fast, effective, accessible and intelligent.
In terms of storytelling, the partnership has designated a character for each route to tell the story and guide players through the different stages.
On the technical side, a pathway editor was created to manage the data produced by the scientific partners needed to develop the game.
In addition, a feasibility test of the paths was carried out using the following parameters: - the distance between stations on a land trail; - accessibility of stations and their location, and assurance that monuments and objects included in the trails will not be loaned to other institutions unless a good photograph or life-size replica is guaranteed in their place; - an equal number of stations, sites and documents must be the same in all trails.
The activities carried out within the project (secondments, workshops, seminars, networking and conferences) had a positive impact on individuals' research and innovation skills in different ways depending on the activity:
- Museums, science animators and communicators had the opportunity to work in other countries and sectors and to engage in new environments and educational fields. They have been enriched by knowledge of new methods that they can pass on to their institutions. In the coming years, they will also improve scientific methodology, focusing on observation, reporting and analysis, and implement new strategies for social research, including aspects such as integration and inclusion.
- Social sciences and humanities (SSH) researchers faced a new methodology that integrates different methods and a unique perspective on the field. Although there is usually cross-sectoral collaboration between academic and non-academic experts in social research, science, humanities and cultural heritage, this project gave them the opportunity to work on two levels: individually through the secondments and collaboratively in analysing and consolidating knowledge and experiences.
- School teachers and educators who normally focus on formal learning will benefit from the broader perspective of non-formal and informal learning linked to school curricula in the coming years. In addition, their cooperation will be essential for identifying new methods and techniques to be developed in future projects.
- Researchers and engineers from the field of information and communication technologies (ICT) had the opportunity to better exchange with experts from the social and humanities fields and to better understand the requirements of the products they develop using ICT when it comes to gamification and digital platforms for cultural heritage.
- Policy makers, school directors, museums and heritage institutions will have the opportunity to define clear objectives for the management of their territories and cultural heritage by prioritising the needs of the collective and getting a better picture of existing feasible solutions. This will enable them to develop concrete proposals and action plans for their organisations. For the individual, the expertise gained through the knowledge exchange will be an enrichment through new methods and skills.
- Museums, science animators and communicators had the opportunity to work in other countries and sectors and to engage in new environments and educational fields. They have been enriched by knowledge of new methods that they can pass on to their institutions. In the coming years, they will also improve scientific methodology, focusing on observation, reporting and analysis, and implement new strategies for social research, including aspects such as integration and inclusion.
- Social sciences and humanities (SSH) researchers faced a new methodology that integrates different methods and a unique perspective on the field. Although there is usually cross-sectoral collaboration between academic and non-academic experts in social research, science, humanities and cultural heritage, this project gave them the opportunity to work on two levels: individually through the secondments and collaboratively in analysing and consolidating knowledge and experiences.
- School teachers and educators who normally focus on formal learning will benefit from the broader perspective of non-formal and informal learning linked to school curricula in the coming years. In addition, their cooperation will be essential for identifying new methods and techniques to be developed in future projects.
- Researchers and engineers from the field of information and communication technologies (ICT) had the opportunity to better exchange with experts from the social and humanities fields and to better understand the requirements of the products they develop using ICT when it comes to gamification and digital platforms for cultural heritage.
- Policy makers, school directors, museums and heritage institutions will have the opportunity to define clear objectives for the management of their territories and cultural heritage by prioritising the needs of the collective and getting a better picture of existing feasible solutions. This will enable them to develop concrete proposals and action plans for their organisations. For the individual, the expertise gained through the knowledge exchange will be an enrichment through new methods and skills.