Evaluación de programas educativos sobre Patrimonio Cultural Inmaterial

Fontal, Olaia; Martínez, Miguel S. Vallés

doi:10.4067/s0718-07052017000400004

Cited by 16 publications

(14 citation statements)

References 13 publications

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“…A large proportion of the programs assessed do not achieve the level of quality required in terms of their educational design, or only do so with conditions. The results are an improvement in comparison with other previous studies [48,49,52] and, given that the design of the programs which make up the sample corresponds to the most up-to-date designs, this can be interpreted as a gradual improvement in the conceptualisation of educational proposals. However, aspects such as the overall focus of the heritage [53][54][55] or the internal assessment of the programs continue to be aspects in need of improvement, as has already been shown by previous studies [48,49,52,[56][57][58].…”

Section: Discussionsupporting

confidence: 44%

“…Rather, it depends on the descriptors of the search which define the sample. With the aim of contrasting these results with previous studies [48,49], a statistical graph was created (see Figure 1) which allows us to obtain the trends for each typology of program. In this case, a slight increase in frequency can be observed in comparison with other studies in the cases of educational resource and educational tool, both of which are teaching aids to facilitate the teaching and learning processes in educational activities and, furthermore, should ensure interaction on the part of the learner [10].…”

Section: Typology Of Programsmentioning

confidence: 99%

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Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

et al. 2020

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Technological advancements have provided heritage with new learning environments via the use of virtual and augmented reality, which can foster the accessibility and understanding of culture and propose new ways of interacting with heritage. Therefore, in this study, a systematic evaluation is carried out of n=197 heritage education programs listed in the database of the Observatorio de Educación patrimonial en España (OEPE) (the Spanish Heritage Education Observatory–SHEO) which, in their descriptions, integrate the use of virtual environments and/or augmented reality to promote learning on the part of the user. The objectives of this study are: (1) to analyse the state of the art, (2) to evaluate the quality of their educational designs via the “analysis and assessment sequential method for heritage education programs” (SAEPEP-OEPE) and (3) to identify variables which can be improved or which have a significant influence on the quality of the programs. Highlights of the results include: (a) the increasing implementation of these technologies in heritage education programs, with the greater presence of virtual resources than of learning environments, (b) the low level of the scope of educational quality in their designs, particularly their assessment, and (c) the inclusion of advanced technologies slightly decreases the specificity of the educational design.

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Section: Discussionsupporting

confidence: 44%

Section: Typology Of Programsmentioning

confidence: 99%

Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

et al. 2020

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“…Parties are required to develop and implement education and information programmes aimed at reinforcing respect for and attachment to cultural and natural heritage (Article 27) [48] (p. 86) as per the chapter titled Education Programmes. The programmes should also give particular emphasis to natural and cultural assets that are under threat.…”

Section: The 1972 Unesco Conventionmentioning

confidence: 99%

Cultural Heritage Education in UNESCO Cultural Conventions

2021

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The aim of the article is to analyse UNESCO conventions dealing with culture and assess the visibility and importance of cultural heritage education in these conventions and their implementation. First, it briefly presents the role of UNESCO in the area of culture and education, together with the UN Agenda 2030 and the challenges faced currently. Next, it discusses the existing UNESCO cultural conventions and their educational dimension with reference to the conventions’ provisions and aims. Each convention refers to education in the activities undertaken by States Parties, providing various tools and measures tailored to the scope of the convention. The article concludes that despite a lack of synergy and creation of education-related programs in convention-related siloes, UNESCO has managed to create a uniform and evolving system of educational measures aimed at various stakeholders and focus on various levels of awareness. Cultural heritage education is an imminent part of activities undertaken within States’ obligations and should involve various stakeholders, building networks and existing in synergy with other actions or campaigns based on different conventions.

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“…Bajo esta línea de investigación aparecen numerosos trabajos que resaltan el valor educativo y didáctico del patrimonio para generar conocimiento, pero sobre todo valores como la identidad, el respeto o la integración cultural (Ishihara-Brito y Rodríguez, 2012; Gutiérrez, 2012;Catalán, 2013;Fontal, 2016;Pinto y Zarbato, 2017;Domínguez y López, 2017;Borghi, 2017;Fontal y Martínez, 2017;Fontal y Marín-Cepeda, 2018).…”

Section: Educación Patrimonial: Premisa Para Un Turismo Sostenibleunclassified

Educación, patrimonio y turismo: garantía de sostenibilidad

Peñafiel¹,

Carretero²,

Martín³

2021

REIDICS

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respetar y proteger el patrimonio. Este mismo compromiso debe orientar la actividad turística, con el fin de reducir sus impactos negativos y contribuir a la sostenibilidad. Considerando el estrecho vínculo que debería establecerse entre educación, patrimonio y turismo, el objetivo de este trabajo es conocer el número de publicaciones científicas que contemplan esta relación como objeto de estudio y cómo la abordan. Para ello, se han revisado revistas de lengua castellana, en su mayoría integradas en la categoría de Educación, con mayor factor de impacto e indexadas en las bases de datos Journal Citation Report y Scopus, entre los años 2000-2018. Igualmente, se han seleccionado los trabajos recogidos en la Web of Science que abarcan esta temática, independientemente de la revista que los publica. Los resultados reflejan la escasa visibilidad que tiene el trinomio educación, patrimonio y turismo en las revistas seleccionadas. Concretamente, la mayoría de los estudios que sí consideran este asunto provienen de revistas latinoamericanas. A partir de estos hallazgos, se realizó un análisis crítico interdisciplinar, que revela la necesidad de integrar estrategias educativas y Educación, patrimonio y turismo: garantía de sostenibilidad 255 REIDICS, 9, 2021, pp. 254-274 pedagógicas durante las experiencias turísticas, considerándolas un escenario idóneo para su desarrollo. En definitiva, el presente estudio difunde la necesidad de incluir la educación patrimonial en las experiencias de ocio para gestionar la actividad turística de un modo sostenible y, de este modo, contribuir a la conservación de los espacios.

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Evaluación de programas educativos sobre Patrimonio Cultural Inmaterial

Cited by 16 publications

References 13 publications

Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

Cultural Heritage Education in UNESCO Cultural Conventions

Educación, patrimonio y turismo: garantía de sostenibilidad

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