TY - GEN
T1 - Authentic Learning to Better Prepare for Preservation Work
AU - de Vries, Pieter
AU - Moropoulou, Antonia
PY - 2019
Y1 - 2019
N2 - Cultural heritage preservation has developed from an insular vocation into a field of innovative scientific methodologies characterized by a holistic approach combining a range of scientific fields. Unfortunately, preservation education has not been able to keep pace with all these developments. In this paper authentic learning is analyzed as a possible educational scenario to help improve preservation education to connect to the state of affairs at the preservation workplace. The purpose is to sketch an educational framework based on knowledge and experiences with authentic learning in other engineering fields as a primer for the design and implementation of ‘authentic learning for preservation’. From the analysis it becomes clear that authentic learning can support the selection of valuable unknown experiences and support the design and development of ‘authentic learning for preservation’ experiments to help closing the gap between preservation education and cultural heritage practice. The authentic learning model as presented here clearly supplies a framework to consider in this endeavor. As such the paper can be helpful in the discussion about the usefulness and feasibility of this approach.
AB - Cultural heritage preservation has developed from an insular vocation into a field of innovative scientific methodologies characterized by a holistic approach combining a range of scientific fields. Unfortunately, preservation education has not been able to keep pace with all these developments. In this paper authentic learning is analyzed as a possible educational scenario to help improve preservation education to connect to the state of affairs at the preservation workplace. The purpose is to sketch an educational framework based on knowledge and experiences with authentic learning in other engineering fields as a primer for the design and implementation of ‘authentic learning for preservation’. From the analysis it becomes clear that authentic learning can support the selection of valuable unknown experiences and support the design and development of ‘authentic learning for preservation’ experiments to help closing the gap between preservation education and cultural heritage practice. The authentic learning model as presented here clearly supplies a framework to consider in this endeavor. As such the paper can be helpful in the discussion about the usefulness and feasibility of this approach.
KW - Authentic learning
KW - Learning technologies
KW - Preservation education
UR - http://www.scopus.com/inward/record.url?scp=85062666989&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-12957-6_18
DO - 10.1007/978-3-030-12957-6_18
M3 - Conference contribution
AN - SCOPUS:85062666989
SN - 978-303012956-9
T3 - Communications in Computer and Information Science
SP - 263
EP - 272
BT - Transdisciplinary Multispectral Modeling and Cooperation for the Preservation of Cultural Heritage - 1st International Conference, TMM_CH 2018, Revised Selected Papers
A2 - Moropoulou, Antonia
A2 - Korres, Manolis
A2 - Georgopoulos, Andreas
A2 - Spyrakos, Constantine
A2 - Mouzakis, Charalambos
PB - Springer
T2 - 1st International Conference on Transdisciplinary Multispectral Modeling and Cooperation for the Preservation of Cultural Heritage, TMM_CH 2018
Y2 - 10 October 2018 through 13 October 2018
ER -