M.U.S.EU.M. final conference MU.S.EU.M. learning model: a gateway to virtual museums

1. M.U.S.EU.M. final conference MU.S.EU.M. learning model: a gateway to virtual museums Luisa Palomba EURO INNOVANET, Rome Rome, 24 February 2006

2. Learning model prototype • A learning model: why? • To create professional profiles aimed at enhancing the museum’s multimedia potentialities. • To give value to the learning obtained through the creation of the “Virtual Museum on European roots”. • To enable the transfer of the M.U.S.E.U.M. experience in other contexts. • To disseminate and develop the museum culture towards new targets and new modalities of use.

3. Learning model prototype • How was the learning model created? •  The M.U.S.E.U.M project has created the basis for elaborating a learning model trough: • The identification of best practices in the virtual museum offer in Europe; • A mapping of necessary roles and professions; • The analysis of expertise and training needs of partner museums.

4. Activities realised within the M.U.S.E.U.M. project Analysis approach and typology Relevant outputs for the learning model elaboration Study and analysis of the European virtual museum supply Organisational analysis Definition of necessary professionals Analysis of the main types and profiles of key professionals in the virtual museum SWOT Analysis Study of partner museums’ training needs Comparison between necessary key professionals/skills in the virtual museum and the results of the SWOT analysis Analysis of needs Identification of the specific needs of the resources involved in the virtual museum construction. Learning model prototype Learning model chart

5. Learning model prototype • Which steps did we follow to create the learning model? • The learning model was created following several steps: • Analysis of the best work organisation to create and manage a virtual museum; • Identification of key professionals directly involved in the work process; • Identification of training needs of these professionals; • Translation of training needs into skills needs; • Differentiation between basic skills and specialised skills; • Weighting of basic skills and identification of specialised skills for each key professional; • Identification of three key profesionals (contents expert, web expert and project manager) for testing the learning model; • Breakdown of the training programme into training units (to be capitalised), didactic units and learning objects.

6. Learning model prototype • From the creation of the virtual museum to reference professional profiles • The project identified the following key professionals for the virtual museum: • Project manager • Contents expert • Web expert

7. Learning model prototype Responsibilities and tasks of key professional positions in the virtual museum

8. Learning model prototype Weight of basic skills in training curricula

9. Learning model prototype Weight of specialised skills in training curricula

10. Learning model prototype On-line training programmes: construction methodology Professional profile Training Unit 1 Web expert Training Unit 2 Contents expert Unit 3 Project manager Didactic Unit 1 Didactic Unit 3 Didactic Unit 2 Learning Object 3 Learning Object 1 Learning Object 2

11. Learning model prototype Organisation of the training programme • This e-course organised in Training Units, which can be broken down into Didactic Units and Learning Objects. • In order to understand the main logic behind the organisation of this programme, it is important to note that: • each Training Unit involves several training goals, which sum up the necessary basic skills for the three key professionals in the virtual museum; • each Didactic Unit deals with one single training goal tackling several topics; • each Learning Object identifies one single topic. All Learning Objects form together the complete e-course.

12. Training Unit1 Web expert Didactic Unit 3 Software use for modelling 3D images Didactic Unit 2 The publication of data on the Internet Didactic Unit 4 Photography Didactic Unit 1 Upload the database • LO 1.0: Databases and the publication of data on the Internet • LO 1.1: General Information • LO 1.2: The relational model • LO 1.3: Management systems of the relational databases • LO 1.4: Configuration of databases • LO 1.5: Physical implementation of data (a) • LO 1.6: Physical implementation of data (b) • LO 2.1HyperText Markup Language • LO 2.2 Active Server Pages (ASP) • LO 2.3 ActiveX Data Object (ADO) • LO 2.4 Structured Query Language (SQL) • LO 2.5 JavaScript • LO 3.1 3D Softaware Object Modeller • LO 3.2 VR WORX 2.5 • LO 3.3 PhotoModeler • LO 3.4 PixMaker PRO • LO 4.1 Projecting the camera set • LO 4.2 Lightening • LO 4.3 • The camera

13. Didactic Unit 1: Virtual museums: why? Training Unit 2 Contents expert Didactic Unit 4: Internet and virtual museums Didactic Unit 3: The database: hints Didactic Unit 2: Description of MU.S.EU.M. ID Card • LO 1.1: Virtual museum objectives and characteristics • LO 1.2: Personalisation of virtual museum and accessibility • LO 2.1 Contents and utilities • LO 4.1 The publication of data on the Internet • LO 4.2 3D Software Object Modeller • LO 4.3 VR Worx 2.5 • LO 4.4 PhotoModeler • LO 4.5 Pixmaker PRO • LO 3.1 Basic elements for the creation of interactiveand dynamic websites • LO 3.2 Databases • LO 3.3 The relational model • LO 3.4 Management systems of relational databases

14. Didactic Unit 1: Virtual museum from a managerial point view Training Unit 3 Project Manager Didactic Unit 3: Human resources for the virtual museum Didactic Unit 2: SWOT methodology • LO 1.0: Advantages of internet for museum communication • LO 1.1: Survey of the Dallas Museum of Art • LO 1.2: Impact of computer graphics and virtual reality • LO 1.3: Virtual museums as e-services • LO 2.1: Characteristics and possibilitied of use of the SWOT analysis • LO 2.2: Questionnaire for SWOT analysis • LO 3.1: Professional profiles required by a virtual museum • LO 3.2: Role and skills of the professional profiles: the methodology Training needs analyses (TNAs) • LO 3.3: Impact on equal opportunities