1. Miri Barak & Yehudit Judy Dori Technion, Israel Institute of Technology Pedagogical Framework

2. Theoretical Basis: Constructivism The pedagogical framework is based upon constructivist principles: Learners need to be exposed to experiences that enable them to construct their own knowledge (Cobb 1994; Driver et al. 1994). Learners construct knowledge while applying inquiry-based learning situated in real-world phenomena (Bruner, 1990; Tobin, 1990). Knowledge is constructed through social interaction with peers, applying ideas in practice, modification of ideas, and reflection (Bruner, 1990; Solomon, 1987; Vygotsky, 1978).

3. Mayer’s Cognitive Theory The dual channel - knowledge is represented and manipulated through both the visual-pictorial channel and the auditory-verbal channel. The limited capacity - the channels can become overloaded when too many words or pictures are presented. The active processing - meaningful learning occurs when students engage in active learning by selecting relevant words and pictures, organize them into pictorial and verbal models, and integrate them with prior knowledge.

4. General Objectives Develop a toolbox of generic technologies for The preservation of cultural heritage. Empower communities to conceptually model their virtual worlds using the technological infrastructure. Societal Objective Set forth the vision of multiethnic and multicultural societies, and mitigating xenophobia, racism, and anti- Semitism in particular. Objectives

5. Virtual Expeditions Pedagogical Objectives Constructivist Principles Cognitive Theory Educate for tolerance, pluralism, open-mindedness, and cultural diversity. Enable learning experiences that enhance higher order thinking: critical and argumentative thinking skills.

6. Users will be able to: Explore different landscapes in 3D worlds. Visit places that evoke their interest and motivation. Read, see and hear about a person or artefact. Play games or answer riddles. Get help and directions from a 3D guide. Virtual Expeditions The exploration of alternative trails that displays pre-selected Heritage Items (HI)

7. Virtual Expeditions A sequence of HI presented with VG tutorial Structured Semi- Structured Demo VE based on a question posed to the users VE based on users' questions and interest Virtual Guide (VG)

8. The VG will be able to communicate with the user by: Asking questions and replying to the user’s questions. Showing a recommended path. Giving feedback and providing hints and help. Suggesting semantic search, browsing and GIS maps. Virtual Guides (VG) A 3D avatar that can be chosen by the users Each VG has its own special characteristics and forms.

9. Communities of Learners Forums by groups or themes Collaborative Usage Peer Assessment Creating ones own VE Annotating and uploading HI Analysis, Synthesis and Creative Reasoning and Argumentative Critical Evaluation Thinking skills enhanced:

10. The VEs will be integrated as part of an educational project in different European schools, at different grade levels. The educational projects will be developed collaboratively with the school’s pedagogical team. Educational Assimilation The projects will involve not only teachers and students but also their communities (parents and elderly citizens).

11. The projects will include 5-6 weekly meetings of one to two hours. Each meeting will include five parts: 1) Teacher presents a certain topic to the students. 2) Students participate in a VE and perform related tasks. 3) Students reflect upon their knowledge by writing an "Expedition diary“. 4) Students respond to an online survey. 5) Teacher and students participate in a concluding discussion. Educational Project

12. Four VE Themes: Jewish Women Mosses as Leader Treasure Hunt Family Genealogy Jewish women who contributed to science and technology. Different Jewish artifacts, their history and whereabouts. Online, interactive successions constructing a family tree. A generic topic for Christian and Muslim communities

13. An online survey A closed item questionnaire for capturing users’ views on: 1) Extent of familiarity with the Jewish culture and heritage, 2) Multicultural society and tolerance, 3) Learning experience and the development of critical thinking. Assessing user experience Expedition diary An open input prompt at the end of each Virtual Expedition, in which visitors can: 1) Write their impressions, ideas, and remarks. 2) Provide contact information for further correspondence.

14. User Experience

15. User Semantic Annotation Semantic browsing Virtual expeditions Creation of VE Participating in a forum Semantic Search GIS/TIS navigation Open Actions Monitored Actions Moderators Managing content Managing groups Managing Forums Board of Editors Appointing moderators Ruling on controversial issues MOSAICA’s Authorities

16. Partners FranceORT France ItalyFondazione IARD PolandStowarzyszenie Miasta w Internecie IsraelThe Jewish Agency for Israel UKSheffield Hallam University IsraelTechnion - Israel Institute of Technology UKStraight Technology Ltd PortugalInstituto de Engenharia de Sistemas e de Computadores SloveniaXLAB Razvoj Programske Opreme in Svetovanje d.o.o. LuxemburgCybercultus IsraelIDEA Information Systems. Mishmar Haemek