Li elong Digi al Lea ning and Educa ion:
p omo ing lexibili y, inclusion, c i ical hinking and
in e na ional exchange
Con e ence
PROCEEDINGS
Annama ia DE SANTIS, Elena CALDIROLA e Pie o CARRETTA
I alian Symposium on
DIGITAL EDUCATION
Uni e si y o Pa ia 19 - 21 June 2024
Con e ence
PROCEEDINGS
I alian Symposium on
DIGITAL EDUCATION
Uni e si y o Pa ia 19 - 21 June 2024
P oceedings o he I alian Symposium on Digi al Educa ion, ISYDE2024
Pa ia (I aly), June 19-21, 2024
Edi ed by
A. De San is, E. Caldi ola, P. Ca e a
SIe-L, Socie à I aliana di e-Lea ning
Copy igh © 2025
PUBLISHED BY PEARSON
WWW.PEARSON.COM
ISBN: 9788891938800
P e ace
ISYDE 2024, he I alian SYmposium on Digi al Educa ion, has been join ly o ganized by he
I alian e-Lea ning Socie y (SIe-L, h ps://www.sie-l.i /) and I alian Socie y o Media
Educa ion Resea ch (SIREM, h ps://si em.o g/).
The 2024 edi ion ocused on “Li elong Digi al Lea ning and Educa ion: p omo ing ?exibili y,
inclusion, c i ical hinking and in e na ional exchange” and aimed o p omo e inno a i e
eaching and lea ning expe iences enabled by echnologies in he na ional and in e na ional
scena io, able o ans o m educa ional pa hs in o ?exible and inclusi e ecosys ems.
Good eaching p ac ices a e he s a ing poin o emo ing ba ie s and p omo ing
inclusion, in e cul u al, and in e na ional exchange; a o ing wellbeing and p o essional
upskilling and eskilling h oughou li e h ough educa ion and app op ia e communica ion
s a egies; c i ically analyzing digi al messages and en i onmen s.
The con e ence, which se es as a mee ing poin o sha ing esea ch, expe iences, and
echnological applica ions, was held a he Uni e si y o Pa ia (I aly) om June 19 o 21,
2024.
Nea ly 200 pa icipan s p esen ed mo e han 60 con ibu ions me ged in o eigh Sec ions in
he p oceedings:
•Blended and Dis ance Lea ning (8)
•Teaching inno a ions, Communica ing Science and eme ging echnologies in
Educa ion (10)
•Digi al UpSkill and ReSkill o Adul Lea ne s, Ca ee De elopmen and T aining (5)
•Expe iences in Educa ion (11)
•Digi al Ci izenship and Media Li e acy (4)
•Di e si y, Equi y, and Inclusion (6)
•AI in Educa ion (13)
•Collabo a ion P ojec s and Ne wo ks (5).
S ee ing Commi ee
•Tommaso MINERVA
P esiden o I alian e-Lea ning Associa ion
Uni e si y o Modena and Reggio Emilia
•Pie Cesa e RIVOLTELLA
Pas P esiden o SIREM
Uni e si y o Bologna
•Elena CALDIROLA
Uni e si y o Pa ia
•Annama ia DE SANTIS
Uni e si y o Modena and Reggio Emilia
•Anna DIPACE
Pegaso Telema ic Uni e si y
•Paolo FERRI
Uni e si y o Milan-Bicocca
•An onio MARZANO
Uni e si y o Sale no
•S e ano MORIGGI
Uni e si y o Modena and Reggio Emilia
•Chia a PANCIROLI
Uni e si y o Bologna
•Ma ia RANIERI
Uni e si y o Fi enze
•Paolo RAVIOLO
eCampus Uni e si y
•Ma ina RUI
Uni e si y o Genoa
•Susanna SANCASSANI
Poly echnic o Milan
Scien iJc Ad iso y Boa d (1/2)
•Gio anni ADORNI
Uni e si y o Genoa
•Daniele AGOSTINI
Uni e si y o T en o
•Ma io ALLEGRA
Na ional Resea ch Council, CNR – Pale mo
•Luisa AMENTA
Uni e si y o Pale mo
•Daniela ANDREINI
Uni e si y o Be gamo
•Michele BALDASSARRE
Uni e si y o Ba i
•Claudia BELLINI
Uni e si y o Modena and Reggio Emilia
•RaLaella BOMBI
Uni e si y o Udine
•B uno BONIOLO
I alian e-Lea ning Socie y
•Fab izio BRACCO
Uni e si y o Genoa
•Filippo BRUNI
Uni e si y o Molise
•Alessia CADAMURO
Uni e si y o Modena and Reggio Emilia
•Dona ella CESARENI
Sapienza Uni e si y o Rome
•Paolo CHERUBINI
Uni e si y o Pa ia
•Le izia CINGANOTTO
Uni e si y o Fo eigne s o Pe ugia
•Ma ia CINQUE
LUMSA, Rome
•Sal a o e COLAZZO
Uni e si y o Salen o, Lecce
•En icoma ia CORBI
Uni e si y Suo O sona Benincasa, Naples
•Pio Al edo DI TORE
Uni e si y o Cassino - Sou he n Lazio
•Lo e a FABBRI
Uni e si y o Siena
•Lau a FEDELI
Uni e si y o Mace a a
•Gianni FENU
Uni e si y o Caglia i
•Gio anni FERRI
LUMSA, Rome
•Sil ia FIGINI
Uni e si y o Pa ia
•Giuliana FRANCESCHINIS
Uni e si y o Eas e n Piedmon
•Gio anni FULANTELLI
Na ional Resea ch Council, CNR - Pale mo
•Gio anni GANINO
Uni e si y o Fe a a
•And ea GARAVAGLIA
Uni e si y o Milan
•Lo ella GIANNANDREA
Uni e si y o Mace a a
•F ancesco IACOVIELLO
Uni e si y o Cassino - Sou he n Lazio
•Lo edana LA VECCHIA
Uni e si y o Fe a a
•Giuseppina Ri a Jose MANGIONE
Na ional Ins i u e o Documen a ion, Inno a-
ion and Educa ional Resea ch, INDIRE
•Ma ina MARCHISIO
Uni e si y o Tu in
•Agos ino MARENGO
Uni e si y o Foggia
•Rebecca MONTANARI
Uni e si y o Bologna
•Albe o MONTRESOR
Uni e si y o T en o
•Fede ica PAGANELLI
Uni e si y o Pisa
•And ea PERALI
Uni e si y o Came ino
•Dona ella PERSICO
Na ional Resea ch Council, CNR - Genoa
Scien iJc Ad iso y Boa d (2/2)
•Co ado PETRUCCO
Uni e si y o Padua
•Ma io PIREDDU
Uni e si y o Tuscia, Vi e bo
•An onella POCE
Uni e si y o Rome To Ve ga a
•Gio gio POLETTI
Uni e si y o Fe a a
•Luigi ROMANO
Uni e si y Pa henope o Naples
•Te esa ROSELLI
Uni e si y o Ba i
•Ve onica ROSSANO
Uni e si y o Ba i
•Sab ina ROSSI
Ca’ Fosca i Uni e si y o Venice
•Ka ia SANNICANDRO
Uni e si y o Modena and Reggio Emilia
•Valen ino SANTUCCI
Uni e si y o Fo eigne s o Pe ugia
•Adol o SCOTTO DI LUZIO
Uni e si y o Be gamo
•Mau izio SIBILIO
Uni e si y o Sale no
•B una SINJARI
Uni e si y o Chie i-Pesca a
•Ad iano TOMASSINI
Uni e si y o Pa ma
•Robe o VECCHI
Uni e si y o Bologna
•Gianni VERCELLI
Uni e si y o Genoa
•Alex WEISSENSTEINER
F ee Uni e si y o Bozen
Local O ganizing Commi ee
•Elena CALDIROLA
Uni e si y o Pa ia
•Pie o CARRETTA
Uni e si y o Pa ia
•Paolo CHERUBINI
Uni e si y o Pa ia
•Gab iella MASSOLINI
Uni e si y o Pa ia
Table o Con en s
Sec ion 1
Blended and Dis ance Lea ning
1
MICROCREDENTIALS AND LIFELONG LEARNING IN HIGHER EDUCATION:
EUROPEAN AND INTERNATIONAL PERSPECTIVES
Chia a FINOCCHIETTI
2
APPROPRIATENESS OF THE BLENDED LEARNING INTENSIVE
PROGRAMME: ANALYSIS OF A CASE FOR THE DEFINITION OF A MODEL
And ea GARAVAGLIA, Ila ia TERRENGHI, Ma ina MORREALE,
Bianca SoJa I ene FUMAGALLI, C is ina GRECO
10
TEACHING APPROACHES FOR BLENDED LEARNING:
RESULTS OF THE EXPERIMENTAL PHASE AT UNIVERSITY OF FLORENCE
Isabella BRUNI, Ma ia RANIERI, F ancesca PEZZATI,
Jonida SHTYLLA, Ma ius SPINU
19
THE BASIC MATHEMATICS MOODLE COURSE: AN OPEN AND FLEXIBLE
TEACHING-LEARNING TOOL FOR THE TRANSITION TO UNIVERSITY
Agnese Ila ia TELLONI, F ancesca ALESSIO
25
AN INVESTIGATION INTO STUDENTS’ PERCEPTIONS ON ACADEMIC
INTEGRITY IN UNIVERSITY BLENDED LEARNING COURSES
Ka ia SANNICANDRO, Annama ia DE SANTIS, Claudia BELLINI, Tommaso MINERVA
34
DISTANCE LEARNING IN TIME OF CRISIS: THE UNIVERSITY OF FOGGIA
EXPERIENCE AND EXPERTISE IN RETHINKING DISTANCE EDUCATION
IN THE LOCAL AND EUROPEAN DIMENSION
Pie gio gio GUARINI, F ancesco Pio SAVINO, Domenico LORUSSO, Giusi An onia TOTO
44
BLENDED LEARNING FOR TEACHER DEVELOPMENT:
TRANSFORMING EDUCATIONAL PRACTICES BY HARMONISING
TRADITION AND INNOVATION
Le izia FERRI, S e ano BONOMETTI, C is iano TERMINE, Sa a BOCCHICCHIO
50
INCLUSIVE MUSEUM AND DIGITAL TEACHING:
ENHANCING LEARNING IN STUDENTS
WITH SPECIAL EDUCATIONAL NEEDS
Valen ina BERARDINETTI, Lucia MELCHIORRE, Giusi An onia TOTO
59
xFORMAL: Rein en ing Li elong Lea ning in Cul u al He i age
Gianluca OLCESE1,2, Joanna MOLEK1, Anna SIRI3,4
1Socie à Dan e Alighie i W oclaw (POLAND)
2Uni e si à di W oclaw (POLAND)
3Ca ed a UNESCO in An opologia della salu e. Bios e a e sis emi di cu a, Uni e si à di Geno a (ITALY)
4Uni e si à Telema ica Pegaso, Napoli (ITALY)
Abs ac
The xFORMAL p ojec , ocused on In o mal and Non-Fo mal E-Lea ning o Cul u al He i age,
s ands as a leading example in cul u al he i age educa ion. I s inno a i e app oach combines
physical explo a ion o museums and cul u al si es wi h en iched i ual expe iences h ough a
mobile app. Suppo ed by he Ma ie Skłodowska-Cu ie Ac ions, his p ojec showcases how
digi al echnology can enhance cul u al he i age educa ion, os e ing in e es and lea ning
among ci izens o all ages while inspi ing inno a ion and p og ess.
xFORMAL is buil on wo undamen al p inciples: Me adisciplina i y, which encou ages
collabo a ion among science, echnology, and he humani ies h ough cons uc i e dialogue,
and pedagogical inno a ion, which u ilizes in e ac i e games o ans o m cul u al isi s in o
engaging lea ning expe iences. The p ojec places a s ong emphasis on alo izing lesse -
known cul u al he i age ha is o en o e looked in o mal educa ion, using mode n and
accessible ools o p omo e i s knowledge.
To u he ad ance he i age educa ion, xFORMAL has implemen ed s a egies aimed a
inc easing public in e ac ion and os e ing pa ne ships wi h cul u al o ganiza ions and
educa ional ins i u ions. These ini ia i es ha e en iched he educa ional o;e ings, ca e ing o
di e se in e es s while enhancing he dissemina ion o educa ional con en and in eg a ing he
p ojec in o he o mal educa ion sys em. This collabo a i e spi i p omo es mu ual g ow h and
a sense o sha ed accomplishmen .
In summa y, xFORMAL exempli<es how cul u al he i age can be enhanced by me ging eal and
i ual expe iences, opening new a enues o he li elong ansmission o cul u al he i age.
Keywo ds: In o mal Educa ion, Cul u al He i age, Eu opean P ojec , Educa ional Inno a ion,
Ci izen Engagemen .
1. In oduc ion
Since he 1960s, lea ning has gene ally been di ided in o h ee main ca ego ies, which a e now
widely accep ed and ecognised, e en by la ge ins i u ions.
The Eu opean Commission desc ibes hese ypes o lea ning as ollows:
Fo mal lea ning akes place in educa ion and aining ins i u ions and leads o ecognised
diplomas and quali5ca ions.
Non- o mal lea ning akes place alongside mains eam educa ion and aining sys ems
and does no usually lead o o malised quali5ca ions. Non- o mal lea ning can be
deli e ed in he wo kplace and h ough he ac i i ies o ci il socie y o ganisa ions and
g oups (e.g. you h o ganisa ions, ade unions and poli ical pa ies). I can also be p o ided
by o ganisa ions o se ices se up o complemen o mal sys ems (e.g. a , music and
spo s lessons o u o ing o p epa e o exams).
In o mal lea ning is a na u al pa o e e yday li e. Unlike o mal and non- o mal lea ning,
in o mal lea ning is no necessa ily in en ional lea ning and, he e o e, may no e en be
ecognised by he indi idual hemsel es as con ibu ing o hei knowledge and skills.
- 287 -
In o mal lea ning is a na u al pa o e e yday li e
Unlike o mal and non- o mal lea ning, in o mal lea ning is no necessa ily in en ional lea ning and,
he e o e, may no e en be ecognised by he indi idual hemsel es as con ibu ing o hei
knowledge and skills.
In o mal educa ion as a esponse o child en's pe sonal cu iosi y Despi e he social and cul u al
s igma a ached o in o mal and non- o mal educa ion, i s ole has p o en o be qui e ele an . In
ac , school-age child en spend a la ge p opo ion o hei waking hou s ou side o school (up o
85% acco ding o Med ich e al., 1982) and he school expe ience, e en i i is con inuous,
ep esen s only pa o hei pe sonal, in ellec ual and social de elopmen . I is clea ha o mal
educa ion simply canno ul5l all child en's educa ional needs.
In o mal educa ion o he educa ion o adul s
In ou socie y, he concep o educa ion is expanding and is ac ually seen as a li elong p ocess:
‘In he educa ion deba e o he las 30 yea s – and especially in he las decade – he concep o
li elong lea ning has been s a egically and unc ionally sha pened. To a ce ain ex en , i s ands
o a new way o speci ying educa ional asks in la e mode n socie ies’ (Alhei , 2018).
Li elong lea ning is no longe jus an aspec o educa ion and aining bu mus become he
guiding p inciple o p o ision and pa icipa ion ac oss he con inuum o lea ning con ex s
(Eu opean Commission, 2000).
Apa om he small pe cen age o people who pa icipa e in uni e si y cou ses, in o mal
educa ion is one o he mos impo an ways o mee ing he educa ional needs o adul s. A clea
example o he social bene5 s o in o mal educa ion is he willingness o adul s o lea n how o
use new echnological de ices and digi al applica ions in hei e e yday li es. This was al eady
s a ed by Pasek in 2008, bu i you look a he echnological inno a ions o he las 15 yea s, his
s a emen is e en mo e ue.
Mos o hese inno a ions equi ed a d ama ic shi in he mindse o use s. I hey ha e
success ully become pa o ou social and pe sonal li es, i is hanks o ad ances in in o mal
educa ion, which is less con en -cen ed and mo e people-cen ed.
In o mal lea ning is use ul o u gen opics
In o mal lea ning also has a c ucial impac on ci izens' awa eness o ele an and cu en scien i5c
opics ha a e no ye co e ed in o mal educa ion, such as en i onmen al managemen , global
wa ming o clima e change.
T adi ional science museums ha e been qui e eac i e in adap ing hei educa ional p og ammes
o social and cul u al de elopmen s. This has led o he c ea ion o open-ai museums and guided
ou s o p o ide isi o s wi h an imme si e expe ience. These ini ia i es ha e had a posi i e
impac on aising public awa eness o en i onmen al issues.
In o mal and o mal lea ning: compa ison o cogni i e me hods
Because o ou cul u al adi ion, we a e accus omed o he idea ha a la ge pa o educa ion
consis s o s uden s adap ing o he subjec s, schemes, ime able and me hods o o mal
educa ion. Rele an expe iences we ha e all had in he 5eld o in o mal educa ion ha e
b oadened his iew and opened up aspec s ha we would ne e ha e conside ed ele an be o e
he echnologisa ion o socie y. In he ‘80s, compu e s we e p o essional ools and ew had one a
home. Today, e e y amily has mul iple echnological de ices, and we all expec hem o be
accessible, sel -lea ning, in ui i e, in elligen and use - iendly. Middle and high school s uden s
expec o 5nd some o hese aspec s in o mal educa ion as well, and hei expec a ions a e
changing he ela ionship be ween o mal and in o mal educa ion by linking hem mo e closely in
e ms o con en and me hodology. This complemen a i y is also ecognised by impo an
ins i u ions, as he Commission o he Eu opean Communi ies s a es: ‘Un il now, o mal lea ning
has domina ed policy hinking, shaping he way educa ion and aining is deli e ed and colou ing
people’s unde s anding o wha coun s as lea ning. The li elong lea ning con inuum pu s non-
- 288 -
o mal and in o mal lea ning mo e cen e s age. By de5ni ion, non- o mal lea ning akes place
ou side o schools, colleges, aining cen es and uni e si ies. I is no usually conside ed ‘ eal’
lea ning, and i s ou comes a e no o g ea alue in he labou ma ke . The e o e, non- o mal
lea ning is usually unde alued. In o mal lea ning, howe e , is p obably comple ely o e looked,
e en hough i is he oldes o m o lea ning and emains he mains ay o ea ly childhood
educa ion. The ac ha mic ocompu e echnology a i ed in homes be o e i a i ed in schools
emphasises he impo ance o in o mal lea ning. In o mal con ex s oEe an eno mous ese oi o
lea ning oppo uni ies and could be an impo an sou ce o inno a ion in eaching and lea ning
me hods.
Osmosis be ween o mal and in o mal lea ning
Unde s anding he diEe ences and peculia i ies and he g adual osmosis be ween hese diEe en
ypes o lea ning plays a c ucial ole in in ellec ual, cul u al and social de elopmen . Lea ne s
need o be awa e o hei speci5c aspec s and know when i is be e o ely on o mal and when
on in o mal lea ning. Fo mal educa ion is deli e ed h ough a ange o cou ses designed by
expe s in pedagogy and eaching. I is suppo ed by a selec ion o highly de eloped ma e ials
and ex s and is based on a us wo hy scien i5c ounda ion and p o en eaching me hods.
Fo mal educa ion also consis s o yea s o in ensi e and me hodical lea ning ac i i ies. I eaches
epis emological p ocedu es and cogni i e s a egies and cla i5es how a da a se should be
p ocessed in o de o ans o m i in o an in o ma ion sys em, acco ding o he diEe en
disciplina y epis emologies.
Ne e heless, o mal educa ion canno co e all opics and sa is y all indi idual cu iosi ies and
in o ma ion needs. The e o e, people ely on non- o mal and in o mal lea ning o 5ll he gaps in
bo h con en acquisi ion and cogni i e me hods, gene ally wi h a highe le el o emo ional
in ol emen . Fo his eason, expe iences wi h in o mal and non- o mal lea ning can ha e a
deepe impac on cogni i e a i udes and p ac ises. Ano he posi i e aspec o in o mal lea ning
en i onmen s is ha hey a e (po en ially) open o a a ie y o popula ions wi h diEe en le els o
in e es and knowledge. Fo his eason, in o mal lea ning does no ha e o con o m o
p ede e mined s anda ds and can be easily adap ed o pe sonal cogni i e po en ial.
Fo mal and in o mal educa ion ha e hei ad an ages and disad an ages. In he places,
oppo uni ies and si ua ions whe e hey can co-exis , hei posi i e eEec s can be combined and
used o maximise he eEec i eness o he lea ning expe ience.
Acco ding o Da id W. Li ings one, in o mal lea ning is he pu sui o knowledge o skills h ough
pe sonal choice, wi hou manda o y equi emen s o cu icula imposed by o he s. Al hough
in o mal lea ning can ake place in diEe en si ua ions and unde diEe en condi ions, e.g. in daily
li e, i is possible o igge his p ocess h ough si ua ions o e en s ha a e explici ly designed o
p o ide in o mal lea ning expe iences. Fo his pu pose, some places a e mo e a ou able han
o he s, and in e ms o science educa ion, hese a e zoos, obo ics clubs, science compe i ions
and ac i i ies such as online games. Abo e all, howe e , i is science and na u e museums ha
bes ep esen in o mal science educa ion.
Despi e a social and cul u al s igma ega ding he ele ance and eEec i eness o in o mal and
non- o mal educa ion, i s ole has p o en o be e y impo an . In ac , school-age child en spend
a la ge p opo ion o hei waking hou s ou side school (up o 85% acco ding o Med ich) and he
school expe ience, albei a consis en one, ep esen s only pa o hei pe sonal, in ellec ual and
social de elopmen . I is clea ha o mal educa ion simply canno ul5l all child en's educa ional
needs.
So a , o mal lea ning has domina ed policy hinking, shaped he way educa ion and aining is
p o ided and colou ed people's unde s anding o wha coun s as lea ning. The li elong lea ning
con inuum pu s non- o mal and in o mal lea ning mo e cen e s age. By de5ni ion, non- o mal
lea ning akes place ou side o schools, colleges, aining cen es and uni e si ies. I is no usually
conside ed ' eal' lea ning, and i s ou comes a e no o g ea alue on he labou ma ke . Non-
o mal lea ning is, he e o e, gene ally unde alued.
- 289 -
Howe e , in o mal lea ning is p obably comple ely igno ed, e en hough i is he oldes o m o
lea ning and emains he mains ay o ea ly childhood educa ion. The ac ha mic ocompu e
echnology a i ed in he home be o e i a i ed in schools emphasises he impo ance o in o mal
lea ning. In o mal con ex s oEe an eno mous ese oi o lea ning oppo uni ies and could be an
impo an sou ce o inno a ion in eaching and lea ning me hods (Eu opean Commission, 2000)
Unde s anding he diEe ences, cha ac e is ics and g adual osmosis be ween hese h ee diEe en
ypes o lea ning plays a c ucial ole in in ellec ual, cul u al and social de elopmen . Fo mal
educa ion is deli e ed h ough a ange o cou ses designed by educa ion and eaching
p o essionals. I is suppo ed by a selec ion o highly de eloped ma e ials and ex s and is based
on a us wo hy scien i5c ounda ion and p o en eaching me hods. Fo mal educa ion also
consis s o yea s o in ensi e lea ning ac i i ies whe e lea ning is he main occupa ion o he
lea ne . I eaches epis emological and cogni i e s uc u es ha a e o g ea alue, and i eaches
how a se o da a should be p ocessed o ans o m i in o an in o ma ion sys em, acco ding o
diEe en disciplina y epis emology.
Ne e heless, o mal educa ion canno co e all opics and canno sa is y all indi idual cu iosi y
and in o ma ion needs, so people eso o non- o mal and in o mal lea ning, gene ally wi h a
highe le el o emo ional in ol emen . Fo his eason, he expe iences o in o mal and non- o mal
lea ning can ha e a p o ound impac on cogni i e a i udes and p ac ises and e en ually e en
change he lea ning me hods o o mal educa ion. As men ioned ea lie , Med ich's (1982) esea ch
shows ha child en spend mo e o hei day ou side o school, which is only pa o hei pe sonal,
in ellec ual and social de elopmen . This can ha e a posi i e eEec as cogni i e p ocesses
become mo e Gexible and adap able. Howe e , i can also lead o p oblems as he eEec i eness
o cogni i e schemas is comp omised by ineEec i e p ocedu es.
Some imes osmosis be ween o mal and in o mal educa ion ge s he bes o bo h, elying on he
o me o cogni i e p ocesses and me hods and he la e o da a collec ion; o he imes, men al
schemas a e nega i ely aEec ed by me hods acqui ed h ough an in o mal lea ning expe ience,
esul ing in a alse epis emic me hodology.
The in eg a ion o o mal, in o mal and non- o mal lea ning is he key o a success ul li elong
lea ning p ocess, as esea ch by Alhei (2018) shows. Li elong lea ning is a he cen e o
Eu opean policy and is no longe seen as jus an aspec o educa ion and aining bu mus
become he guiding p inciple o p o ision and pa icipa ion ac oss he whole con inuum o
lea ning con ex s (Eu opean Commission, 2000).
Acco ding o Li ings one (1999), in o mal lea ning is he pu sui o knowledge o skills h ough
pe sonal choice, wi hou compulso y equi emen s and wi hou cu icula imposed by o he s.
In o mal lea ning can ake place in diEe en si ua ions and unde diEe en condi ions, e.g. in
e e yday li e o in en i onmen s and e en s explici ly designed o p o ide in o mal lea ning
expe iences (S aus e al., 2023): Zoos, obo ics clubs, science compe i ions and online games a e
jus some o hem (Robelen e al., 2011), bu wha bes ep esen s in o mal science educa ion a e
museums, whose educa ional unc ion is widely ecognised and whose educa ional oEe ings a e
mainly e e ed o as in o mal lea ning (Dudzinska-P zesmi zki & G enie , 2008).
The Na ional Science Educa ion S anda ds published by he US Na ional Resea ch Council s a e
ha museums can make an impo an con ibu ion o he unde s anding o science and
encou age s uden s o explo e hei in e es s ou side o school (Na ional Resea ch Council, 1996).
Howa d Ga dne (1991) says ha museums ha e he po en ial o engage s uden s, educa e hem,
p omo e hei unde s anding and, mos impo an ly, help hem ake esponsibili y o hei own
u u e lea ning.
A p elimina y li e a u e e iew conduc ed by Dudzinska-P esmi zki & G enie in 2008 ound ha
he exis ing li e a u e on in o mal lea ning in museums ocuses on wo main aspec s: how lea ning
is inGuenced by in ape sonal ac o s such as in e es s, mo i a ions, p io knowledge, pe sonal
agenda, e c. (Falk e al., 1998; Falk & Adelman, 2003) and how i is inGuenced by con ex ual
ac o s such as he museum en i onmen , he exhibi ion, ini ia i es, e c. (Bi good, 2002).
Va ious aspec s o an exhibi ion's design and en i onmen ha e been s udied in de ail o enhance
i s impac on isi o s. These include he isola ion o objec s, hei size, in o ma i e labelling,
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diEe en ypes o echnological ins umen s and mul isenso y applica ions, bu also he ligh ing
( aking in o accoun na u al and a i5cial ligh ), he p esence o na u al elemen s such as plan s
and he noise le el (Dudzinska-P zesmi zki & G enie , 2008).
Wi h ega d o he la e aspec , he li e a u e makes i clea ha he museum en i onmen can be
mo e eEec i e i i is no ocussed on e bal and in o ma i e communica ion (B adbu ne, 2001),
bu ins ead a ouses isi o s’ cu iosi y and appeals o hei inna e lea ning p ocesses (Falk, 1997,
2004; B adbu ne, 2001; Sempe , 1990). Fo his eason, i is mo e eEec i e o ely on aspec s ha
can be lea ned wi h less eEo and in a mo e enjoyable way, using pic u es, colou s, in e ac i e
diag ams o panels, a he han long w i en ex s. This is wha Sue Allen calls ac i a ing a ‘na u al
cycle o enqui y’ (Allen, 2004). I he museum consis s only o displayed ma e ials and w i en
desc ip ions, i can easily educe he isi o o a passi e obse e . Howe e , i i includes o he
ypes o communica ion ha allow o diEe en ypes o in e ac ion, isi o s a e mo e in e es ed,
cu ious and ac i e h oughou he isi (Gammon, 1999; Du esne-Tasse, 1992). In a case s udy by
Shaby and Vedde -Weiss (2021), he beha iou o h ee child en wi h diEe en a i udes owa ds
science in a science museum is analysed. This s udy emphasises he impo ance o physical
in e ac ion o a posi i e a i ude owa ds science and a deepe unde s anding o i .
Depending on he age o he isi o s, in e ac ion can be con eyed h ough sho and welldesigned
ques ions, images and in og aphics a he han objec s o ouch, u n o manipula e. This can
ha e posi i e eEec s as he cogni i e p ocesses become mo e Gexible and adap able. Howe e , i
can also lead o p oblems as he eEec i eness o cogni i e schemas is comp omised by
ineEec i e p ocedu es. Some imes osmosis be ween o mal and in o mal educa ion makes he
bes o bo h, elying on he o me o cogni i e p ocesses and me hods and he la e o da a
collec ion. In o he cases, men al schemas a e nega i ely inGuenced by me hods acqui ed
h ough an in o mal lea ning expe ience, leading o a alse epis emological me hodology and hus
con5 ming ha he in eg a ion o o mal, in o mal and non- o mal lea ning is he key o a
success ul li elong lea ning p ocess. Li elong lea ning is no longe jus an aspec o educa ion and
aining bu mus become he guiding p inciple o p o ision and pa icipa ion ac oss he whole
con inuum o lea ning con ex s (Eu opean Commission 2000). B adbu ne (2001) summa ises his
concep as ollows: ‘In e ac i i y akes place in he mind, no jus in he hands’.
One ad an age o in o mal lea ning en i onmen s is ha hey a e (po en ially) open o a a ie y o
popula ion g oups wi h diEe en le els o in e es and knowledge (Shaby e al.,2016). They
in e iewed 17 museum s aE om diEe en museums in he USA, Is ael and Eu ope abou he
goals o science museums. They esponded ha i is abou changing he public pe cep ion o
science, p omo ing science educa ion and educing cul u al diEe ences be ween popula ion
g oups. Acco ding o museum s aE, science museums play an impo an ole in changing isi o s’
a i udes owa ds science and p o iding an addi ional sou ce o science educa ion (Shaby e al.,
2016).
The concep o ‘science’ can be imp o ed and be e shaped hanks o he combina ion o o mal
and in o mal lea ning, which should go beyond a simple school isi and become a collabo a i e
app oach (Mon ei o e al., 2016).
Se e al s udies emphasise he c ucial ole o eache s in building posi i e and collabo a i e
ela ionships be ween schools and science museums (McManus, 1992; Chin, 2000; Olson e al.,
2001; Jacobucci, 2006). O he s ocus on he impo ance o eache s’ pe sonal p epa a ion,
poin ing ou ha i is up o eache s o unde s and he ela ionship be ween museum and school
as complemen a y and o emphasise he museum as a esponse o he school's needs, so ha i
p o ides he school wi h he elemen s i does no ha e (Gou êa e al., 2001).
Obs acles o he educa ional eEec i eness o he museum isi : he diEe en expec a ions o
s uden s, eache s and museum eams in ela ion o he p oposed ac i i ies; he passi i y o
eache s du ing and a e he school isi and he diNcul y o dialogue be ween eache s and
museum educa o s (Almeida, 1997).
Acco ding o Chagas (1993) and Szpakowski (1973), his co-ope a ion could be imp o ed i
museum s aE we e awa e o he opics o he schools' science cu iculum, he ela ed disciplines
and subjec s, and he eaching me hods on which eache s ely. Indeed, he in eg a ion o
in o mal and o mal science lea ning s ill seems o be a bu den ha is mainly bo ne by eache s.
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As men ioned in he in oduc ion, o mal educa ion can p o ide s uden s wi h men al s uc u es
and schema a, bu hei cu iosi y and cogni i e needs go a beyond he bounda ies o school
science cu icula and need o be in eg a ed h ough o he ypes o expe iences. I is clea ha
s uden s lea n science by c ossing he bounda ies be ween o mal and in o mal lea ning and
mo ing om one o he o he .
2. The case s udy
The Eu opean xFORMAL p ojec
The p ojec In o mal and non- o mal e-lea ning o cul u al he i age - xFORMAL was inspi ed by
an inno a i e o m o ou is pilg image ha allows o ( e)disco e he i age si es ha a e usually
neglec ed by ou is s and ci izens. Pilg images ha e been unde aken by humani y in all his o ical
pe iods (Reade , 2015). Concep ualised by D. Le B é on (2012) as a o m o communica ion in
space and ime, hey a e de5ned by S. Coleman and J. Eade (2004) as a 'cul u e on he mo e'.
Mos impo an ly, he place-based app oach eplaces he pe son-cen ed app oach ypical o
p i a e expe iences. No su p isingly, some schola s ha e iden i5ed pa allels be ween pilg image
and ou ism (G abu n, 1977).
The p ojec is a compelling case s udy o how cul u al he i age can be eEec i ely in eg a ed in o
mode n educa ion sys ems, pa icula ly h ough he lens o Educa ion 5.0 and Game-Based
Lea ning. These include he Uni e si y o Genoa, I aly, which is leading he p ojec , as well as
Al e i as om I aly, he Museo de Za agoza in Spain, he Cen o Ciençia Vi a om Po ugal, he
FEF in Finland and he Ins i u o Poli ecnico de B agança in Po ugal, Museo Nazionale E usco di
Villa Giulia in I aly, NCLOUD om I aly, he Dan e Alighie i Socie y o W ocław in Poland, he
Uni e si y o Bo deaux Mon aigne in F ance, he Adam Mickiewicz Uni e si y o Poznań in Poland
and he Uni e si y o Za agoza in Spain. This mul idisciplina y eam b ings oge he expe ise in
he 5elds o cul u al he i age, educa ion and digi al inno a ion o ensu e he success o he
p ojec .
Focused on unco e ing and p omo ing he p e-Roman his o y o Eu ope, his p ojec oEe s a
unique app oach ha combines in o mal lea ning me hods wi h ad anced echnologies o engage
ci izens, s uden s and educa o s in explo ing hei sha ed cul u al landscape.
The popula ions o Eu ope in he 5 s millennium BC, o en o e looked in con empo a y
educa ion, sha ed signi5can cul u al, linguis ic and echnological commonali ies. These
cha ac e is ics p o ide an impo an lea ning oppo uni y ha e eals Eu ope’s his o ical uni y in
di e si y. By ocusing on his unde - esea ched pe iod, he xFORMAL p ojec in i es pa icipan s
o edisco e a neglec ed pa o Eu ope's he i age and he eby de elop a deepe sense o
collec i e iden i y. Zygmun Bauman (1996) analyses he change in he pe cep ion and
cons uc ion o iden i y om mode ni y o pos mode ni y. In mode ni y, he challenge was o
cons uc a s able iden i y, desc ibed by he me apho o he pilg im, a ‘ es less seeke o iden i y’
a elling along a clea , de5ned pa h. In con as , pos mode nism ejec s he 5xa ion o iden i y
and a ou s a Guid and changeable sel , simila o a ou is who changes des ina ions and
iden i ies wi hou pe manen ly commi ing hemsel es. Iden i y is seen as a p ocess. The
pos mode n challenge is hus o keep iden i y op ions open and no o commi onesel , eGec ing
a b oade socie al shi owa ds Gexibili y and changeabili y o pe sonal and collec i e iden i y.
One o he cen al s a egies o he p ojec is o use he landscape as an ac i e educa ional ool.
In con as o adi ional, s a ic app oaches o his o y eaching, he e he landscape is a li ing
medium h ough which pa icipan s in e ac wi h hei cul u al he i age. In his en i onmen ,
lea ne s become ac i e agen s, engaging di ec ly wi h he en i onmen as hey explo e his o ical
na a i es and si es. This eGec s Educa ion 5.0’s ocus on expe ien ial and humancen ed
lea ning, whe e educa ion goes beyond he me e acquisi ion o knowledge o include emo ional
and e hical de elopmen .
To p omo e li elong lea ning and adap abili y, he xFORMAL p ojec u ilises heu agogy, a sel -
di ec ed lea ning app oach. This me hodology encou ages indi iduals o na iga e new and
un amilia en i onmen s and helps hem o de elop c i ical hinking, p oblem-sol ing skills and
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adap abili y, which a e essen ial o he Educa ion 5.0 ision o p epa ing lea ne s o he
complexi y o he mode n wo ld.
The inno a i e use o a sma phone game o cul u al educa ion is based on he p inciples o
Game-Based Lea ning, which u ilises he mo i a ional aspec s o games o engage lea ne s.
Th ough in e ac i e puzzles, na a i e ad en u es and mini-games, pa icipan s a e encou aged o
hink c i ically abou scien i5c me hods and his o ical analyses, b idging he gap be ween
en e ainmen and educa ion. This play ul app oach no only makes lea ning mo e enjoyable, bu
also p o ides an in o mal lea ning en i onmen ha allows pa icipan s o abso b in o ma ion in a
un, less s uc u ed con ex .
Fu he mo e, he in e disciplina y and c oss-sec o al app oach o he xFORMAL p ojec is in line
wi h he Educa ion 5.0 e hos o collabo a i e and inclusi e lea ning. By d awing on diEe en
me hodologies and 5elds o s udy, he p ojec en iches he lea ning expe ience and encou ages
pa icipan s o app oach cul u al he i age om diEe en pe spec i es. This comp ehensi e
amewo k ensu es ha pa icipan s acqui e a wide ange o skills and knowledge, om
echnological knowledge o cul u al and e hical awa eness.
In summa y, he xFORMAL p ojec demons a es how he p inciples o Educa ion 5.0 can be
applied o he i age educa ion by combining ad anced echnology wi h human-cen ed alues. By
u ilising a c oss-cu icula app oach and inno a i e lea ning me hods such as game-based
lea ning, he p ojec success ully p omo es he s udy o p e-Roman Eu opean his o y by c ea ing
a deepe connec ion o cul u al iden i y while equipping lea ne s wi h he skills hey need o
li elong lea ning and esponsible ci izenship. This case s udy illus a es he po en ial o combining
adi ion and mode n educa ional pa adigms o c ea e meaning ul and impac ul lea ning
expe iences.
The xFORMAL amewo k
The amewo k o he p ojec is based on se e al undamen al elemen s, all aimed a unco e ing
and p omo ing he cul u al he i age o Eu ope, pa icula ly om he p e-Roman pe iod. This ocus
allows o he inclusion o lesse -known mino i ies and aspec s o his o y ha a e o en
o e looked in bo h public awa eness and school cu icula. The peoples o Eu ope in he 5 s
millennium BC sha ed many cul u al, echnological, eligious and linguis ic cha ac e is ics. Thei
uni y in di e si y oEe s in aluable lessons o mode n socie y, bo h oday and in he u u e. By
selec ing his his o ical pe iod, he p ojec oEe s wo clea ad an ages: I c ea es oppo uni ies o
engage wi h cul u al he i age and in i es ci izens o explo e a lesse known pa o hei cul u al
landscape, ein o cing he idea o a sha ed Eu opean his o y.
A he cen e o he s a egy is he use o he landscape as an educa ional en i onmen ha plays
an impo an ole in he de elopmen o social and pe sonal iden i ies. The landscape is no
simply seen as a s a ic backd op, bu as an in e ac i e medium h ough which in o ma ion is
con eyed. In his dynamic en i onmen , isi o s a e no jus passi e obse e s, bu ac i e
pa icipan s in he cul u al landscape.
This is in line wi h he p inciples o Educa ion 5.0, which emphasise no only echnological
p og ess, bu also he e hical, social and emo ional aspec s o lea ning. Jus as Educa ion 5.0
emphasises a human-cen ed app oach ha os e s empa hy, c ea i i y and c i ical hinking, he
p ojec ’s app oach o he i age educa ion encou ages indi iduals o connec wi h hei cul u al
iden i y h ough di ec expe ience. By os e ing a sense o belonging and sha ed his o y, he
p ojec eGec s Educa ion 5.0's goal o p epa ing lea ne s o engage esponsibly wi h he wo ld in
bo h hei pe sonal and p o essional li es.
In addi ion, he p ojec emphasises heu agogy, o sel -di ec ed lea ning, o suppo li elong
lea ning. This app oach encou ages indi iduals o de elop he skills hey need o adap o
un amilia en i onmen s and helps hem o de elop in o open-minded and sel -mo i a ed
lea ne s. This is in line wi h he e hos o Educa ion 5.0, which aims o de elop well- ounded
indi iduals who a e able o na iga e and succeed in a complex, apidly changing wo ld. The use
o Game-Based Lea ning (GBL) o impa in o mal and non- o mal knowledge is also in line wi h
he play ul and c ea i e lea ning me hods ha Educa ion 5.0 suppo s. Th ough a lea ning game
- 293 -
ha combines na a i e ad en u es wi h mini-games, pa icipan s can engage wi h scien i5c
concep s and de elop c i ical hinking, u he b idging he gap be ween echnology and
meaning ul, con ex ualised lea ning.
The game-based s uc u e, complemen ed by mini-games, is only he op laye o a deepe
sys em o os e ing in o mal lea ning en i onmen s. This o ma no only en iches he lea ning
expe ience, bu also eGec s he c oss-cu icula and c oss-sec o al app oach o Educa ion 5.0,
whe e diEe en a eas and me hods a e combined o c ea e a mo e comp ehensi e and impac ul
lea ning expe ience. This c oss-cu icula amewo k ensu es ha lea ne s bene5 om a b oad
ange o knowledge and skills, in line wi h he b oade ision o Educa ion 5.0, which combines
ad anced echnology wi h human-cen ed alues and a commi men o social, en i onmen al and
e hical esponsibili y.
By encou aging ac i e pa icipa ion in he i age disco e y and os e ing a deepe connec ion wi h
he landscape, he xFORMAL p ojec con ibu es o a mo e inclusi e, hough ul and sus ainable
app oach o educa ion. I eGec s he co e p inciples o Educa ion 5.0 by balancing echnological
inno a ion wi h a deep commi men o human alues, ensu ing ha bo h his o ical knowledge and
u u e lea ning a e pu sued in a way ha bene5 s indi iduals, communi ies and socie y as a
whole.
P ojec Ou comes and Bene< s
I is expec ed ha he ac i i ies ca ied ou unde he p ojec – including s aE exchanges,
wo kshops, semina s, ne wo king e en s and con e ences – will signi5can ly enhance he
esea ch and inno a ion capaci ies o indi iduals and ins i u ions in diEe en sec o s, wi h an
impac ailo ed o he ocus a ea o he pa icipan s.
Museum p o essionals, science anima o s and communica o s will be exposed o new
en i onmen s and educa ional amewo ks h ough he oppo uni y o wo k in diEe en coun ies
and sec o s. This expe ience will en ich hei unde s anding o inno a i e me hods ha hey can
b ing back o hei ins i u ions. In addi ion, hese p o essionals will hone hei skills in scien i5c
me hods in he a eas o obse a ion, epo ing and analysis. They will also apply new app oaches
o social esea ch, pa icula ly in a eas such as in eg a ion and inclusion. Resea che s in he
social sciences and humani ies will bene5 om he in oduc ion o in e disciplina y me hods ha
combine diEe en app oaches and pe spec i es. While collabo a ion be ween academic and non-
academic expe s om he 5elds o social esea ch, science, humani ies and cul u al he i age is
no uncommon, his p ojec enables collabo a ion on wo le els. Indi idual esea che s will
deepen hei expe ise h ough secondmen s, while collec i ely hey will engage in analysing and
consolida ing knowledge and sha ed expe iences in diEe en 5elds.
Fo eache s and educa o s who adi ionally ocus on o mal educa ion, he p ojec oEe s a
b oade pe spec i e by in eg a ing non- o mal and in o mal lea ning me hods in o exis ing
cu icula. Thei pa icipa ion will signi5can ly con ibu e o iden i ying new educa ional echniques
and me hods ha can be de eloped in u u e p ojec s o imp o e hei eaching s a egies and
en ich hei p o essional de elopmen .
Resea che s in he in o ma ion, communica ion and echnology sciences will gain a deepe
unde s anding o he needs and p io i ies o social science and humani ies p o essionals and he
d i ing o ces in he a ious 5elds. This in e ac ion will help hem o be e de elop ICT p oduc s –
such as game-based lea ning ools and digi al pla o ms – ha a e ailo ed o he speci5c needs
o cul u al he i age educa ion and dissemina ion.
Fo policy make s, schools, museums and cul u al he i age ins i u ions, he p ojec will p o ide he
oppo uni y o se clea objec i es o he managemen o hei cul u al asse s and e i o ies. By
se ing p io i ies ha eGec he collec i e needs o hei communi ies and by be e unde s anding
exis ing and easible solu ions, hey will be able o de elop conc e e p oposals and ac ionable
plans. On an indi idual le el, he knowledge gained h ough his exchange will p o ide hem wi h
aluable new skills and me hods ha hey can apply in hei o ganisa ions, ul ima ely leading o
mo e eEec i e cul u al managemen and p ese a ion s a egies.
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3. Conclusions
The xFORMAL p ojec se es as a b idge be ween adi ion and inno a ion, demons a ing he
po en ial o in o mal and non- o mal lea ning o eshape he way we app oach educa ion in he
21s cen u y. By u ilising digi al inno a ion and imme si e lea ning en i onmen s, his p ojec
c ea es a model ha goes beyond he class oom and p o ides dynamic and engaging
oppo uni ies o he i age explo a ion. This holis ic app oach no only enhances unde s anding,
bu also os e s a deepe emo ional connec ion o cul u al iden i y, which will be c i ical as
educa ion con inues o e ol e.
Looking o he u u e, he xFORMAL amewo k p o ides a oadmap o in eg a ing in o mal
lea ning in o mo e o mal educa ional s uc u es. As we mo e owa ds Educa ion 5.0 wi h i s
emphasis on human-cen ed, expe ien ial lea ning, he 5ndings om his p ojec can in o m
collabo a ion be ween schools, museums and cul u al ins i u ions in c ea ing mo e adap able,
Gexible lea ning en i onmen s. The in eg a ion o game-based lea ning and sel -di ec ed
app oaches such as heu agogy is likely o play a cen al ole in helping s uden s and li elong
lea ne s de elop he c i ical hinking and p oblem-sol ing skills necessa y o h i e in an
inc easingly complex wo ld.
The p ojec 's digi al ools, pa icula ly he mobile app and in e ac i e games, oEe scalable
solu ions o he u u e o cul u al and educa ional engagemen . These ools democ a ise access
o knowledge, make lea ning oppo uni ies a ailable o a wide audience and ensu e ha he
communica ion o cul u al he i age is bo h inclusi e and ele an . This opens he doo o a new
kind o lea ning en i onmen — one ha is accessible, in e ac i e and ailo ed o he needs o a
digi ally connec ed gene a ion.
In he long e m, he pa ne ships and ne wo ks c ea ed h ough xFORMAL ha e se a p eceden
o u u e collabo a ion be ween educa ional and cul u al ins i u ions. This c oss-sec o al
app oach will be c ucial as we con inue o de elop new ways o in eg a ing in o mal lea ning in o
o mal educa ion sys ems. The success o his p ojec lays he ounda ion o u u e ini ia i es ha
can u he s eng hen he ole o cul u al he i age in shaping no only educa ional ou comes, bu
also pe sonal and collec i e iden i ies in a apidly changing wo ld. By p omo ing a li elong lea ning
e hos ha alues bo h o mal educa ion and in o mal lea ning expe iences, xFORMAL oEe s a
o wa d-looking model ha is ocused on he u u e o educa ion. In he ace o he new
challenges acing socie y, his app oach will be ins umen al in ensu ing ha lea ning emains
ele an , accessible and closely linked o bo h pe sonal de elopmen and global ci izenship.
Acknowledgemen s
This wo k was suppo ed by he EU- unded p ojec In o mal and Non-Fo mal E-Lea ning o
Cul u al He i age – xFORMAL (G an Ag eemen no. 101008184).
Re e ences
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