Lifelong Learning in Artistic Context Mediated by Advanced Technologies

Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: [email protected]; Web site: http://www.hrpub.org

Y

8

Lifelong Learning; Foreign Countries; Museums; Nonformal Education; Art; Mixed Methods Research; Technological Advancement; Technology Uses in Education; Observation; Questionnaires; Focus Groups; Learning Activities; Adult Education; Nonschool Educational Programs

2332-3205

This research starts by analysing the current state of artistic heritage in Italy and studying some examples in Europe: we try to investigate the scope of non-formal learning in artistic context, mediated by advanced technology. The framework within which we have placed our investigation is that of lifelong learning and lifedeep learning. The research considers a number of excellent Italian and European museums in context of lifelong learning activities and offers a software prototype that has been built specifically for studying the artistic experience, namely M_ART about the Basilica of St. Ambrogio in Milan. The quantitative/qualitative methods adopted analysed about 400 subjects. The goal pursued, in logic of hybridization of knowledge in scientific and humanistic vocation, was to consider the application of advanced technologies in non-formal settings, with particular reference to the artistic sphere. The experience/investigation was carried out by examining 400 subjects in 3 exploratory phases: on-site observation, questionnaires and focus groups. From the analysis of qualitative and quantitative data it emerges that there is a need to redefine the role of a museum in order for it to move beyond its traditional conservative role in favour of educational activities dedicated not only to the very young, but also to adults; moreover, it is necessary to offer services that use innovative technological support and keep up with the fast paced changes in technology that affect us on a daily basis. In the Italian context, but also in a European one, a fragmented picture emerges: educational activities geared to adults in the world of art are rarely present in museums and, when they are, tend to mostly have the function of providing entertainment or a mere itemisation of the collection on display. It presents a picture in which lifedeep learning and lifelong learning are still marginal compared to learning by adults in a museum context.

As Provided

42

2016

EJ1092352