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Mines and Water: Interpreting European Industrial Heritage
FunderEuropean Commission
Funder Contribution €266,813.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in higher education
Project code2021-1-SE01-KA220-HED-000031197
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
"<< Background >>We, the representatives of the consortium consisting of three universities from Sweden, Belgium, Italy, and an NGO from Serbia, together with our associated partners, believe we have cutting edge expertise in the field of online education, creation and application of visual interpretation of post-mining and other industrial activities in Europe. In our project we have contributed to the enhancement of digital communication and online learning in our Bachelor and Master programs within Tourism Studies/Tourism Management/Spatial Planning and Media Studies. This is vital in order to expand both students’ employment and life-long learning opportunities resulting in greater resilience as well as an awareness of the long-term impacts which industrial activities have had on the tourism landscapes in Europe today. We also want to take advantage of the opportunity to exchange our best know-how and academic excellence with our colleagues in Serbia who are hampered by the lack of similar opportunities to access the latest developments within the field of cultural heritage use within tourism.<< Objectives >>The objectives of this project were to enable study visits between the partners concluding in the development of a textbook, online course, and digital tool. We wanted to strengthen the academic and the educational connections between our three EU member countries’ universities (Sweden, Belgium and Italy) and to establish a close relationship with the colleagues at Belgrade University and our NGO partner in Serbia with the goal to support exchange of ideas and knowledge within the field of alternative uses and interpretation of European industrial heritage. By providing clear project management and a planning structure we enabled efficient coordination among all the involved partners leading us together to the achievement of the planned project outcomes. Together with our Serbian partners we have been able to develop and test our up-to-date online course ""European Industrial Heritage"" and undertake all the necessary improvements, both regarding content and pedagogy, during the project in order to ensure its sustainability ie create long-term effects from this educational activity. Further, we utilised our resources to develop a prototype of a virtual tour specifically applied to a Serbian case study. << Implementation >>Within the project timeframe we have collaborated in the creation of joint teaching material in the form of a textbook for the online course. We have jointly created and conducted 4 physical mobilities/Intensive Study Programmes (ISPs), hosted by each partner university/NGO included into this project. We have targeted students from our current programmes within Tourism Studies, as well as those within Media and Audiovisual Studies, Architecture, Spatial Planning (both Bachelor and Master level). More details are provided in the next section.In our ISPs, students were given several examples of rich material for alternative interpretations and understanding of the cultural heritage of mining sites. These activities promoted, for example, the successful creation of a digital tool to help with the interpretation of the complexity of the Tasmadjan caves in Belgrade, Serbia. This digital tool can be used as a best practice example within virtual reality, and permits wide public participation in meetings with the cultural heritage of their own country, as well as providing a vital overview of the joint European industrial heritage.<< Results >>The concrete results were (a) 4 ISPs; (b) the publication of a textbook at the https://www.du.se/mineswater, and in the Annexes section (Textbook attached as PDF); (c) a digital tool at https://www.udc.rs/virtual-tour-tasmajdan/ directly and in addition at the project website https://www.du.se/mineswater; and, (d) an online course, see https://www.du.se/mineswater and the Annexes section (copy of slides shown during the Multiplier Event to explain the structure and contents; and document showing website screenshots).We were able to achieve these outcomes due to the complimenting competences of each partner and to the coordinated communication and cooperation which had already been tested among most partners. One of the main outcomes was, as stated in the previous section, the creation of an educational digital tool (O3 - “Digital tool: 3D Virtual Tour).For outcome O2 – “Industrial Heritage Online Course”, this was created with a modular structure and incorporates material developed and used for the ISPs. The course is also based on outcome O1 – Textbook ""Mines and Water. Interpreting European Industrial Heritage”. Regarding the 4 ISPs, the main activities required student participation and interaction with industry/destination experts, which contributed to the achievement of the project outcomes. Through the ISPs, transnational exchange was promoted as the ISPs required the exchange of competences, the convergence of working processes, as well as the strive to reach collective assigned goals together. Students, professors and experts from partner universities and associated partners were able to get together in the analysis, discussions, interpretation and finally reporting of the joint experiences, practices and knowledge. Student activities during the ISPs involved in specific intermediate tasks; both during and after each ISP transnational student groups from the different partners collaborated in joint activities. The evaluation of each ISP has shown that students valued the possibility to visit each other's culture, to have real life experiences and to network which continued after the ISP. Involvement of industry/destination experts allowed us to create a platform for the sharing of experiences between the academic and professional worlds and added value for the future implementation of case studies after the completion of the project. The development of the participating students’ on-site and online communication, both written and oral, as well as other digital skills were a central part. Connected to this was an increased awareness of the need to adapt their communication to suit intended audiences/readers/stakeholders taking into consideration knowledge levels, language abilities and other cultural aspects."
Partners (4)
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"<< Background >>We, the representatives of the consortium consisting of three universities from Sweden, Belgium, Italy, and an NGO from Serbia, together with our associated partners, believe we have cutting edge expertise in the field of online education, creation and application of visual interpretation of post-mining and other industrial activities in Europe. In our project we have contributed to the enhancement of digital communication and online learning in our Bachelor and Master programs within Tourism Studies/Tourism Management/Spatial Planning and Media Studies. This is vital in order to expand both students’ employment and life-long learning opportunities resulting in greater resilience as well as an awareness of the long-term impacts which industrial activities have had on the tourism landscapes in Europe today. We also want to take advantage of the opportunity to exchange our best know-how and academic excellence with our colleagues in Serbia who are hampered by the lack of similar opportunities to access the latest developments within the field of cultural heritage use within tourism.<< Objectives >>The objectives of this project were to enable study visits between the partners concluding in the development of a textbook, online course, and digital tool. We wanted to strengthen the academic and the educational connections between our three EU member countries’ universities (Sweden, Belgium and Italy) and to establish a close relationship with the colleagues at Belgrade University and our NGO partner in Serbia with the goal to support exchange of ideas and knowledge within the field of alternative uses and interpretation of European industrial heritage. By providing clear project management and a planning structure we enabled efficient coordination among all the involved partners leading us together to the achievement of the planned project outcomes. Together with our Serbian partners we have been able to develop and test our up-to-date online course ""European Industrial Heritage"" and undertake all the necessary improvements, both regarding content and pedagogy, during the project in order to ensure its sustainability ie create long-term effects from this educational activity. Further, we utilised our resources to develop a prototype of a virtual tour specifically applied to a Serbian case study. << Implementation >>Within the project timeframe we have collaborated in the creation of joint teaching material in the form of a textbook for the online course. We have jointly created and conducted 4 physical mobilities/Intensive Study Programmes (ISPs), hosted by each partner university/NGO included into this project. We have targeted students from our current programmes within Tourism Studies, as well as those within Media and Audiovisual Studies, Architecture, Spatial Planning (both Bachelor and Master level). More details are provided in the next section.In our ISPs, students were given several examples of rich material for alternative interpretations and understanding of the cultural heritage of mining sites. These activities promoted, for example, the successful creation of a digital tool to help with the interpretation of the complexity of the Tasmadjan caves in Belgrade, Serbia. This digital tool can be used as a best practice example within virtual reality, and permits wide public participation in meetings with the cultural heritage of their own country, as well as providing a vital overview of the joint European industrial heritage.<< Results >>The concrete results were (a) 4 ISPs; (b) the publication of a textbook at the https://www.du.se/mineswater, and in the Annexes section (Textbook attached as PDF); (c) a digital tool at https://www.udc.rs/virtual-tour-tasmajdan/ directly and in addition at the project website https://www.du.se/mineswater; and, (d) an online course, see https://www.du.se/mineswater and the Annexes section (copy of slides shown during the Multiplier Event to explain the structure and contents; and document showing website screenshots).We were able to achieve these outcomes due to the complimenting competences of each partner and to the coordinated communication and cooperation which had already been tested among most partners. One of the main outcomes was, as stated in the previous section, the creation of an educational digital tool (O3 - “Digital tool: 3D Virtual Tour).For outcome O2 – “Industrial Heritage Online Course”, this was created with a modular structure and incorporates material developed and used for the ISPs. The course is also based on outcome O1 – Textbook ""Mines and Water. Interpreting European Industrial Heritage”. Regarding the 4 ISPs, the main activities required student participation and interaction with industry/destination experts, which contributed to the achievement of the project outcomes. Through the ISPs, transnational exchange was promoted as the ISPs required the exchange of competences, the convergence of working processes, as well as the strive to reach collective assigned goals together. Students, professors and experts from partner universities and associated partners were able to get together in the analysis, discussions, interpretation and finally reporting of the joint experiences, practices and knowledge. Student activities during the ISPs involved in specific intermediate tasks; both during and after each ISP transnational student groups from the different partners collaborated in joint activities. The evaluation of each ISP has shown that students valued the possibility to visit each other's culture, to have real life experiences and to network which continued after the ISP. Involvement of industry/destination experts allowed us to create a platform for the sharing of experiences between the academic and professional worlds and added value for the future implementation of case studies after the completion of the project. The development of the participating students’ on-site and online communication, both written and oral, as well as other digital skills were a central part. Connected to this was an increased awareness of the need to adapt their communication to suit intended audiences/readers/stakeholders taking into consideration knowledge levels, language abilities and other cultural aspects."
