Virtual Spaces and Museums

Bandelli, Andrea

doi:10.1080/10598650.1999.11510397

Cited by 13 publications

(9 citation statements)

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“…asked Huhtamo (2010), with Battro (2010) arguing that the virtual museum had developed beyond its physical counterpart into a different type of museum visit. Alternatively, some research focuses on the complementary relationship of virtual and physical museums, such as Bandelli (2010) who considered the overlap of virtual and physical content, and Galani and Chalmers (2010) who explored social museum visits between both local and remote visitors. What is apparent from this research is that whilst virtual and physical spaces do have uniqueness from each other, they are nevertheless complementary and mutually supportive.…”

Section: Discussionmentioning

confidence: 99%

Digital Responses of UK Museum Exhibitions to the COVID‐19 Crisis, March – June 2020

King¹,

Smith²,

Wilson³

et al. 2021

Curator The Museum Journal

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The impact of the COVID-19 Crisis on museums and galleries has been paramount, with the sector taking on long-term recovery plans. This paper examines this crisis in the context of temporary exhibition programmes of UK museums, studying online content for 21 museums with exhibitions due to open between March and June 2020. Analysis was conducted, noting how COVID was considered, how content was presented, and discussing the emerging themes of access, embodiment, and human connection. In considering these results in the context of wider digital heritage literature, several questions are raised in terms of how digital content is conceptualised, presented, and valued. At a crucial turning point in the sector, these aspects will need to be considered as museums and galleries continue to adapt in light of a post-COVID world where practices, both digital and physical, will undoubtedly shift.

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Section: Discussionmentioning

confidence: 99%

Digital Responses of UK Museum Exhibitions to the COVID‐19 Crisis, March – June 2020

King¹,

Smith²,

Wilson³

et al. 2021

Curator The Museum Journal

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show abstract

“…By identifying a correlation between the museum and the emotional and cognitive approaches of the visitor, it is possible to develop personalised models [55][56], which offer a unique experience that reduces the risks of indifference or overstimulation [57].…”

Section: Integrating Scientific and Cultural Heritage In Educationmentioning

confidence: 99%

Living Heritage Educational Experiences in a Pandemic Scenario. The Case Study of the Ethnomedicine Museum A. Scarpa

Siri¹

2021

Teacher Education - New Perspectives

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Heritage is inherently communicative; it is designed to transmit and represent. As stated by UNESCO, living heritage is fundamental because it provides communities and individuals with a sense of identity and continuity. It can help promote social cohesion, respect for cultural diversity and human creativity, as well as help communities build resilient, peaceful and inclusive societies. Ensuring that cultural heritage fulfils the function for which it was conceived and generated, even in the case of closures forced by health emergencies, means enhancing it, giving it the possibility to continue transmitting culture. In the current COVID-19 global pandemic scenario, we are helped by the many educational strategies available today thanks to science and technology that enable people of all ages to learn continuously, anytime, anywhere and in a variety of situations combining formal, non-formal and informal learning. The current scenario has forced a redesign of the way citizens, and especially students, access their formal education. This contribution aims to highlight the importance of using the self-determined approach for training and proposes a blended learning model (formal in virtual classrooms and informal in a museum) for intercultural education of health professionals. A model which can be reproduced in continuing education and which represents an innovative way of experiencing heritage in any situation.

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“…Museums and art galleries are effective mediums for aesthetic and visual art education [11], [12]. Many museums have integrated the use of technology as part of visitors' visiting experience [3], [8]. The number of museums offering digital media has increased exponentially with several museums venturing into virtual reality.…”

Section: Aesthetic Experience and Virtual Museummentioning

confidence: 99%

Industrial Revolution 4.0 and Its Influence on Visual Arts Education

Isa¹

2020

Proceedings of the 3rd International Conference on Arts and Arts Education (ICAAE 2019)

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This article presents the challenges Industrial Revolution 4.0 (IR 4.0) pose to visual art educators, specifically, and the impacts of IR 4.0 on visual arts education, generally. The industrial sector has experienced countless changes through the first three phases of industrial revolutions. The impacts of the IR 4.0, however, are unlike any of its previous predecessors. The IR 4.0 marks significant influence on every facet of life, going beyond industrial sector to all other industries and agencies as well as defining the way people go about their everyday lives. Sparked by smart technology, as explained by Schwab (2017), the burst of IR 4.0 was generated by the invention of supercomputers, smart robots, driverless vehicles, genetics transformation, virtual reality, augmented reality and neuro-technology. The field of visual arts education is also, directly and indirectly, continuously shaped by these technological advancements. Hence, the article details each phase of industrial revolutions and illustrates how the IR 4.0's surgence is different; the manner it revolutionizes and affects visual arts education; as well as the positive and negative effects that it has on the field.

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Virtual Spaces and Museums

Cited by 13 publications

References 0 publications

Digital Responses of UK Museum Exhibitions to the COVID‐19 Crisis, March – June 2020

Digital Responses of UK Museum Exhibitions to the COVID‐19 Crisis, March – June 2020

Living Heritage Educational Experiences in a Pandemic Scenario. The Case Study of the Ethnomedicine Museum A. Scarpa

Industrial Revolution 4.0 and Its Influence on Visual Arts Education

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