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Neel Kamal Chapagain, PhD
Associate Professor
Director, Centre for Heritage Management
Pedagogy for ICH and COVID19 like Pandemic
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• “education that is concerned with transforming today’s society, so as to achieve sustainable societies in the future”,
• ESD “reorients existing educational programmes towards sustainability” by “rethinking what is taught and how it is taught”,
• involves “the formation of values, skills, attitudes, and behaviours that prepare learners to anticipate, think critically, and tackle and resolve problems relating to sustainability” (p. 17).
Education for Sustainable Development (ESD)
(Quotes from p.17).
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• Heritage and disasters discussed significantly in recent times, but not necessarily pandemics context,
• The last major pandemic was a century ago, hence perhaps this aspect has not been so prominent,
• COVID-19 has brought forward this issue, hence educational programmes need to prepare future
professionals in this regard as well.
• There are areas of ICH education that also need to be re-thought and re-planned.
ICH in Higher Education
ICH Education during COVID-19
• Dedicated programmes or courses on ICH,
• Highlighting ICH into conventional courses, and
• Integrating ICH and other aspects of heritage in new courses.
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Thesis
4th Sem
Thesis Proposal
Studio & Electives
3rd Sem: SPECIALIZATION
Management Skills
Heritage related Practice Areas
2nd Semester: PROFESSIONAL COURSES
Fundamentals of Management
Fundamentals of Heritage
1st Semester: FOUNDATIONAL COURSES
Inaugural Seminar
Cap-stone Conference
Social Responsibility
Practicum
Field-Immersion
Masters Programme in Heritage Management @ Ahmedabad University
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CHM
PARTICIPANTS
FACULTY
COMMUNITIESPROFESSIONALS
FIELD-EXPERIENCEPROFESSIONAL EXPERIENCE
RESEARCHPROJECTS
FIELD-BASED LEARNING
CLASS ROOM LEARNING
Pedagogical Framework: Emphasis on connection to Contexts (Fields)
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COMMUNITIES FACULTY
STUDENTS
CONTEXTS
ICH in Higher Education: Three Key Stakeholders
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EXPERIENTIAL PEDAGOGY & COVID-19 SITUATION
WELCOMING COMMUNITIES
COLLABORATIVE AND MENTORING
FACULTY
INQUISITIVE AND RESPECTFUL STUDENTS
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- Should we not worry about the livelihood and safety of communities with whom we learn? How can we help them?
- Can we think that all our heritage learning can happen by just using remote technologies?
- What happens to the human relationship we have with the people and their contexts? Can we just switch the teaching/learning mode and move on?
- What are our larger responsibilities beyond just teachers and students?
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Webinar slide – with Kutch people…
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In order to continue a meaningful collaborative learning, the new pedagogy needs to account for: A. Expedite integration of hitherto limited use of digital and online technologies for
documentation and communication, into all activities, B. Empower curriculum as well as collaborators – particularly the community of
practitioners (in rural areas) with access and ability to work with digital tools and the online networks,
C. Creative course design with flexible schedule that allows for meaningful engagement (preferably real life than virtual) with the ICH element and the communities/stakeholders, while maintaining necessary health and safety protocols,
D. Critical discussion on ethical principles and processes particularly in the digital and distant modes of engagement,
E. Careful planning and deliberations to ensure that the ‘new pedagogy’ does not alienate the ‘real life’ of ICH practitioners and ICH contexts into a set of virtual elements and stories, but facilitate the continuation of these practices (more) effectively in the ‘new normal’ scenarios.
WAY FORWARD: PERSONAL REFLECTIONS
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Neel Kamal Chapagain
Associate Professor & Director
Centre for Heritage Management, Ahmedabad University
www.ahduni.edu.in
In crisis like that of COVID-19, we may maintain PHYSICAL DISTANCE but we must improve SOCIAL
AND CULTURAL RELATIONSHIPS through educational processes that are socially responsible. The
new pedagogy has to explore ways of meaningful collaborative education by focusing on:
- technology,
- access and equity to resources and outreach, and
- respect to communities of practice.
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Teaching ICH within heritage education: challenges and opportunities
Kristal Buckley AMDeakin University Australia
Deakin University CRICOS Provider Code: 00113B
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Disruption
Deakin University CRICOS Provider Code: 00113B
Image: Gerd Altman from Pixabay
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Skills and Knowledge for Practice
Deakin University CRICOS Provider Code: 00113B
JOB LEVELS
Level 1: Skilled Worker
Level 2: Middle Manager
Technical Specialist
Level 3: Senior Manager
Level 4: Executive
CORE COMPETENCIES
LAR: Laws and Regulations
HER: Heritage Principles/Processes
COM: Community/Rights/Knowledge
HED: Education and Interpretation
SUS: Sustainable Development
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Importance of Digital Literacy
Deakin University CRICOS Provider Code: 00113B
“ What do students need in relation to skills,
knowledge, connections and experience to be ready to join
and sustain life-long involvement in cultural heritage research and professional practice
globally?
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Deakin University CRICOS Provider Code: 00113B
‘learn anywhere’
Cloud Learning
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Master of Cultural Heritage & Museum StudiesLearning in Intangible Cultural Heritage
Deakin University CRICOS Provider Code: 00113B
CORE UNITS
Intangible Heritage
Sustainability & Human Rights in Heritage and Museums
RESEARCH UNITS
Research Paper or Dissertation
WORK INTEGRATED LEARNING
Internships
International Study Tour
Applied Heritage Project
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What Abilities Are Needed?
Values-based approaches
Inter-disciplinary learning
Intangible Heritage is critical
People-centred and rights-based methods of documentation, safeguarding and transmission
Awareness of global discourses and emerging issues
Ethics, Reflexive Practice and Mobility
Theory and Practice
In the field with Waddawurrung Elder Uncle Bryon Powell, west of Melbourne
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Lots of TIPS!
Deakin University CRICOS Provider Code: 00113B
Break the Ice
Be Present
Get Together
Reach Out
Film ItSet the Tone
Break it Down
[Just do it]
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Digital Learning
Deakin University CRICOS Provider Code: 00113B
Virtual Site Visits
Narrated presentations and Podcasts
Zoom Community Dialogue
Video Documentation
Mentoring
Emerging Professionals Networks
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Issues and Challenges
Deakin University CRICOS Provider Code: 00113B
Ethical Practices
Respecting Cultural Knowledge and Intellectual Property
Benefit Sharing
Access to technology
Employment uncertainties
Lack of Industry Requirements and Standards
Ongoing Professional Development
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Deakin University CRICOS Provider Code: 00113B
Greetings from Melbourne!
Email:[email protected]
Web: deakin.edu.au/chms
Blog:CulturalHeritage@Deakin: blogs.deakin.edu.au/heritage/
Heritage Research: People Place Heritage https://adi.deakin.edu.au/people-place-heritage
Twitter: DeakinHeritage
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DOCUMENTARY FILM AND NARRATIVE TECHNIQUES
TO FACILITATE ARCHITECTURE STUDENTS’
UNDERSTANDING OF LOCAL CULTURAL HERITAGE
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2Source: Adapted by author using Surveying Tertiary Education Institutions for Intangible Cultural Heritage Network in the Asia-Pacific Region, Dec 2017. UNESCO Bangkok and ICHCAP
Design creates culture
Culture shapes values
Values determine the future
Robert L Peters
“
”
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• Strategic embedding of ICH elements into the architecture design
curriculum enable architecture students to gain the knowledge and skills
that are necessary for ensuring sustainable development of historic
environment in the future.
• Students explore the intrinsic multi-layered indigenous life of historic areas
to understand the dynamics between rapidly transforming urban spaces
and functions, mainly in the developing Asian cities.
• By applying guided inquiry-based learning techniques, encourage
students to understand the process of community engagement to
manage the local heritage and broader historic environment.
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4
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5
https://kaumanfs2018.wixsite.com/home
https://banpanthom2017.wixsite.com/banpanthom/home/page/1
http://songkhlafs2016.wixsite.com/blog
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6https://youtu.be/q4sK-0R2qJg
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11https://youtu.be/GsxrN2tYdNs
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https://youtu.be/LG8HUOeER_Q
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Cultural Heritage and COVID-19:Digital Technologies to supportnew forms of resilience
Danilo [email protected]
ICH Webinar Series, 2 July 2020 – Teaching and Learning Heritage-Related Disciplines during COVID-19 Pandemic
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Cultural Heritage & Covid-19
• The ongoing pandemic emergency requires a strategic rethinking andreconfiguration of activities and processes in the cultural and educationalcontexts of heritage-related disciplines
• 90% of both public and private museums closed during the crisis and more than10% may never open again (UNESCO data)
• 91% of school students experiencing school shotdown
• Italy: The lockdown caused a loss of nearly 19 million visitors between March andMay 2020 and a loss of approximately 78 million euros (ISTAT data)
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The impact of Covid-19 on cultural heritage and education
?
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New ways of teaching and learning cultural heritage during Covid-19
How do the higher educational institutions deal with the limitations which might eventually become a new normal when the digital channels replaced
the face-to-face teaching and learning experience de jure?
1. Collaboration with cultural institutions in sharing teaching resources and exchangingknowledge– High knowledge depth– High coordination mechanisms
2. Innovative teaching models using digital platforms– High knowledge breadth– Experimentation at the edge of the digital frontier
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The Bedroom in Arles, Vincent Van Gogh 1888
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HYPERLINK
CROSS-CONTENT
CONNECTION
Van Gogh Museum websitehttps://www.vangoghmuseum.nl/en
Research in progress
EXHIBIT
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Van Gogh Museum websitehttps://www.vangoghmuseum.nl/en
Original Text Translation Notes
The letter toTheo van Gogh (1889)
not available in the gallery
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1996 1997 1998 1999 2000 2002 2003 2004 2006 2007 2008 2009 2010 2012 2013 2014 2015 2017 20181995 2001 2005 2011 2016
Technology adoptionau
dio tours
website
e-tick
et
multimed
ia
tourse-c
ommerce
social m
edia
digitizati
on
games
3DInsta
gramap
pindexing
Osiris
camera
Connectivity (Annual Report)
- - - 5 4 3 11 11 2 27 23 10 29 19 14 45 30 41 -
Connectivity (Strategic Plan)
- 11 36
Digitization(Annual Report)
- - - - - - - 1 1 7 8 5 9 11 10 11 9 22 -
Digitization(Strategic Plan)
- 17 55
1.1 1.1 1.1 1.1 1.1
1.2 1.2 1.2 1.2 1.2
1.3 1.3 1.3 1.3
1.4 1.4 2.1 1.4 1.4
2.2 1.5 1.5
2.1 2.1 3.1 2.1 2.1
2.2 2.2 3.2 2.2 2.2
2.3 2.3 2.3 2.3
2.4 2.4 4.1 2.4 2.4
2.5 2.5 4.2 2.5 2.5
2.6 4.3 2.6 2.6
2.7 2.7
3.1 3.1 3.1 3.1 3.1
3.2 3.2 3.2 3.2 3.2
3.3 3.3 3.3
3.4 3.4
3.5 3.5
6.1 3.6
6.2
6.3
6.4 4.1
6.5 4.2
6.6 4.3
6.7 4.4
4.5
9.1 9.1
- 7 8 24 32
1. Museum Affairs
1 1 1 9 11
Conservation Conservation
Gene
ral D
irecto
r
1. Collection
Gene
ral D
irecto
r
1. Collection
Gene
ral D
irecto
r
1. Collection
Gene
ral D
irecto
r
Library Library Research Library and Documentation Education and Interpretation
Library and Documenation Education Collection Information
Conservation Collection Management Collection Management and Preservation
Research and Documentation Research and Documentation 2. Research Records Registrar's Office
Gene
ral D
irecto
r
1. Museum Affairs
Curation Curation Curation Art Collections and Research
2. Exhibition and Display 2. Exhibition and Display 3. Exhibition 2. Public Affairs 2. Public Affairs
Exibition Exibition Exibition Marketing Marketing
Registrar Registrar Registrar Communication Press
Communication and Education Education and Internet 4. Communication Fundrasing and Relation Management Development
Press Publications Commercial Affais (VGME) Events
Information desk Digital Communication
Press and public relations Education and school programmes Education and public service Visitor Service Visitor Service
Information deskPublicity, public relations and fundrasing
Information and public relations Publications Publications
Museum Shop (Museumplein) Museum Shop (Museumplein) Museum Shop (Museumplein) Personnel and Organization (HR) B2B
Reproduction rights
Man
aging
Dire
ctor
3. Commercial Affairs
VGM
E
3. Van Gogh Museum Enterprise
VGM
E
5. Van Gogh Museum Enterprise
Reproduction rights Reproduction rights
4. Publications
Man
aging
Dire
ctor
Finances Buying and Merchandise
Museum Shop (Lanthuys BV) Security Logistics and Planning
ICT e-CommerceMan
aging
Dire
ctor
3. Operational Management
Man
aging
Dire
ctor
3. Van Gogh Museum Enterprise
4. Publications
Man
aging
Dire
ctor
6. Operational Management General and Technical Retail
5. Finance 5. Finance Personnel and Organization New Businesses
6. Internal Affairs
8. Security 8. Security Facility Management HR
9. ICT Security Finance
6. Internal Affairs Executive secretary
7. Facilities 7. Facilities Financial and Control 4. Operation Sector
Museum Shop (Lanthuys BV)
ICT Facility
Marketing and Business Development Security
ICT
9. Activities outsourced 9. Activities outsourced
Museum Shop (Lanthuys BV)
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The real thing is always better
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New user experience and…
…new meanings in knowledge dissemination
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Create your own museum
online Create note
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THREE museums in ONE place
Google Arts & Culturehttps://www.google.com/culturalinstitute
Related bundling: Variety (1,400 institutions) + Reduction of search costs
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Explore artworks in one 3-dimensional space
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Take people on a “time travel” journey
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Embracing the future to preserve the past
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Back to life in Virtual Reality
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Finding “suprising” connections
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Exploring heritage (through selfies)
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Exploring heritage (through selfies)
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Can a machine be creative?
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Build a DIGITAL coreDIGITAL CORE
Teaching
Learning
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Back to Strategy!
• Who? Who not?– What changes did the audience undergo during the Covid-19 pandemic and how did it live the
learning experience when the digital channels replaced the brick-and-mortar experience de jure?
• What? What not?– What are the most suitable tools for fostering a dialogue process with an audience whose habits
have been profoundly changed by the pandemic?
• How? How not?– What are the new indicators (e.g., skills, incentives, culture, structures) that universities and
cultural institutions should take into account when redesigning processes and activities with theintention of enhancing the collections and increasing the dialogue with students/visitors?
• Profit formula?– How to respond, overcome and prevent the ongoing health emergency, while balancing cultural
betterment with economic sustainability?
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The “possible” winning formula:
• New qualitative evaluation systems to measure the “sentiment” that the teaching & learning experience
has produced at a cognitive and emotional level
• Combining digital assets and physical assets to address connected visitors/students’ needs
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Inheritance and Innovation of Intangible Cultural Heritage during the COVID-19
Jin Jiangbo
Professor
Shanghai Unvirsity/China
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ICH theory Construction
EducationPopularization
InnovativePractice
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Shanghai University reviewed andsummarized works of ICH protection andinnovative design over the past five years,and organized a team of graduate studentsand teachers to write and edit the book.
The book focused on the relevant works ofChina ICH Bearers Training Program led andsupported by the Ministry of Culture andTourism, the Ministry of Education and theMinistry of Human Resource and SocialSecurity since 2015.
ICH theory Construction
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China ICH Beraers Training Programled and supported by the Ministry of Culture and Tourism, the Ministry of Education and the Ministry of Human Resource and Social Security
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organized a team of graduate students and teachers to write and edit the book
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The cross-border cooperation Break through the boundary of professional
acknowledge to create possibilities of innovation and development in unknown areas.
Designers
BearersArtists
Colleague teachers and students
Public
Brand agency
Community
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Teaching and research module for ICH innovation(1) Lectures and academic exchanges subject to ICH trans-border Innovation
(2) comprehensive creation courses cooperated with contemporary designers
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ICH innovations, successfully incubated more than 500 modernized works
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EducationPopularization
During the quarantine, online aestheticeducation courses were offered by PACC. Itrecorded the manual courses of several ICHskills and launched the “Cloud Classroom” tothe public.
In addition, the practice of ICH inheritancehas been incorporated into undergraduatecourses.
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Cloud Classroomonline aesthetic education courses
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undergraduate coursesstudents from SAFA created a new image of “anti-epidemic”threshold guardian (Men Shen) and cooperated with theinheritors to produce the traditional woodblock printings inthe new fashion.
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undergraduate coursesstudents from SAFA created a new image of “anti-epidemic”threshold guardian (Men Shen) and cooperated with theinheritors to produce the traditional woodblock printings inthe new fashion.
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InnovativePractice
The epidemic has blocked the movement of peoplebetween provinces and cities, but the works of ICHpoverty alleviation, the cross-border cooperationbetween ICH and time-honored brands are stillunder progress.
Shanghai University owns 2 national-leveltraditional handicraft workstations establishedby the Department of ICH of Culture andTourism.
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Establish national tradition handicraft workstations to promote the collaboration between the East and West regions(1) “Shanghai University Qinghai Guoluo Workstation”the fourth traditional handicraft workstation of eco-cultural protection in China
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(1) “Shanghai University Qinghai Guoluo Workstation”the fourth traditional handicraft workstation of eco-cultural protection in China
Establish national tradition handicraft workstations to promote the collaboration between the East and West regions
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(2) “Shanghai University Traditional Handicraft Workstation”the sole and only traditional handicraft workstation built in colleges and universities in China
Establish national tradition handicraft workstations to promote the collaboration between the East and West regions
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Time-honouredenterprise
Well-known brands
Bearers
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“Bamboo for Safety” bamboo dim sum gift box
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