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Communication and Learning. Technology Use Experiences

Code: 45509
Credits: 6
2026/2027
Degree programme Type Course
Digital Humanities and Heritage OB 1

Contact lecturer

Name :
Myriam Gonzalez Sanz
Email :
myriam.gonzalez.sanz@uab.cat

Teaching staff

Laia Alguacil Mir
Myriam Gonzalez Sanz

Teaching staff (external to UAB)

Clara Masriera Esquerra

Group languages

You can consult this information at the end of the document.

Prerequisites

There are no specific prerequisites for enrolling in this course.

It is recommended that students have a background or interest in the fields of Humanities, Social Sciences, Communication or Education. The course may also be relevant for students with a technological background who wish to explore the critical and situated use of digital technologies in the dissemination and teaching of cultural heritage.

Students are expected to be familiar with general computer use and standard office software, as well as to be able to read academic texts in Catalan, Spanish and English. While no advanced technical skills are required, an interest in understanding and analysing communication and learning processes in digital environments from an inclusive, critical and educational perspective is essential.

Objectives

The main objective of this course is to explore how learning experiences related to cultural heritage are communicated and designed in digital environments, from a critical, inclusive perspective that takes into account diverse user profiles.

The course is based on the idea that educational and communicative digital resources are neither neutral nor universal, and must be adapted to the needs, interests and contexts of their target audiences. It also emphasises the capacity of heritage education to foster critical thinking, active participation and social transformation, especially in digital spaces where visual, textual and interactive narratives can either reproduce or challenge existing inequalities.

The specific objectives of the course are to:

  • Reflect on cultural heritage as a social construct and analyse the roles and challenges of heritage education.

  • Identify and analyse different user and audience profiles based on age, interests, abilities and sociocultural contexts.

  • Evaluate communicative processes in the design and use of digital resources related to heritage and memory.

  • Explore learning methodologies that promote personalisation, accessibility and participation.

  • Foster critical perspectives on digital content, especially in relation to images, narratives and historical or heritage representations.

  • Design educational digital proposals aimed at diverse audiences, with transformative goals, pedagogical rigour and communicative sensitivity.

Learning outcomes

  • CA06 (Generate strategies that minimise the effect of unequal access to technology.) Generate strategies that minimise the effect of unequal access to technology.
  • CA07 (Integrate aspects related to educational theory and computer technology to effectively communicate cultural issues to different types of audiences.) Integrate aspects related to educational theory and computer technology to effectively communicate cultural issues to different types of audiences.
  • KA07 (Recognise the educational and learning aspects necessary for the dissemination and communication of humanistic and cultural content.) Recognise the educational and learning aspects necessary for the dissemination and communication of humanistic and cultural content.
  • KA08 (Identify the communication strategies that a digital project must incorporate to adapt to the needs of the target audience.) Identify the communication strategies that a digital project must incorporate to adapt to the needs of the target audience.
  • KA09 (Identify different types of potential audiences to whom to direct a specific digital project in cultural and humanistic matters.) Identify different types of potential audiences to whom to direct a specific digital project in cultural and humanistic matters.
  • SA09 (Qualitatively and quantitatively analyse the communicative and didactic aspects of digital projects in cultural matters.) Qualitatively and quantitatively analyse the communicative and didactic aspects of digital projects in cultural matters.
  • SA10 (Apply principles based on the main pedagogical theories in the design of digital projects in cultural and humanistic matters.) Apply principles based on the main pedagogical theories in the design of digital projects in cultural and humanistic matters.
  • SA11 (Identify the pedagogical properties of digital projects in cultural and humanistic matters.) Identify the pedagogical properties of digital projects in cultural and humanistic matters.
  • SA38 (Analyse the effects of gender stereotypes on the dissemination of digital products in cultural and humanistic matters.) Analyse the effects of gender stereotypes on the dissemination of digital products in cultural and humanistic matters.

Contents

The course is structured around four interconnected blocks:


Block 1. Heritage Education: Aims, Audiences, and Dilemmas

  • Concept of cultural heritage: tangible, intangible, and digital.
  • Heritage education: objectives, functions, and social transformation.
  • Heritage as a cultural and social construction. Relationship with memory, identity, and cultural rights.
  • Audiences in education and heritage mediation: active users, potential audiences, non-audiences, and invisibilized groups.
  • Debate on who communication in heritage is addressed to: case analysis from the perspective of gender, inclusion, and diversity.



Block 2. Learning and Experience: Foundations and Educational Practices

  • Educational Contexts and Audiences
  • Psychological Foundations of Learning: Cognitive Development, Motivation, Emotion, and Identity.
  • Pedagogical models: constructivism, active education and socioconstructivism, critical teaching model
  • The learning cycle and its application to heritage and museum contexts.
  • Introduction to Universal Design for Learning (UDL).Learning, communication and digital resources



Block 3. Critical Communication and Narrative in Digital Environments

  • Heritage as Narrative: Language, Discourse, and Digital Storytelling.
  • Multimodal Communication.Application, design and evaluation.
  • Critical analysis of images and visual narratives from a gender perspective.Assessment of learning and communicative impact.
  • Process and strategies for creating digital educational and communicative resources.
  • Case studies: transformative projects such as Pastwomen and other participatory initiatives.



Block 4. Evaluation, Impact, and Communicative Responsibility

  • Criteria for evaluating educational and communicative proposals: clarity, relevance, inclusion, and ethics.
  • Evaluation of learning and communicative success in digital environments.
  • Social impact of projects on citizenship: civic education, social cohesion, and sustainability.
  • Communication and digital culture with a critical eye: risks, stereotypes, exclusions, and opportunities.


Learning activities and methodology

Title Hours ECTS Learning outcomes
Theoretical presentations, debates, case analysis and workshops 36 1.44 CA07, KA07, KA08, KA09, SA09, SA38
Critical reading, documentary research and final project writing 64 2.56 KA07, KA08, SA09, SA10, SA11
Design and follow-up of an educational or communicative project 50 2 CA06, CA07, KA08, KA09, SA10, SA11, SA38

The course combines various active, reflective, and critical methodologies to foster the analysis and creation of digital educational and communicative resources in the field of heritage. The course's approach is participatory, situated, and centered on the student experience, fostering the practical application of knowledge and an ethical and inclusive perspective in design processes.

It combines:

Participatory theoretical sessions, with collective reflection, debates, and conceptual contextualization.

Critical analysis of cases and real-world resources, with special attention to audience diversity, gender representation, and communicative impact.

Problem- and project-based learning through the creation of a digital educational or communicative proposal.

Practical workshops and seminars, focused on the use of narratives, images, inclusive language, and digital tools.

Tutoring and personalized project progress monitoring.

Supervised independent work, including reading texts, analyzing resources, and writing the final paper.


Fifteen minutes of one session, within the schedule set by the center, will be reserved for conducting faculty and course evaluation surveys.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Active and reflective participation in the sessions 10% 0 0 CA07, SA09
Final project (Design of an original educational or communicative proposal) 60% 0 0 CA06, CA07, KA07, KA08, KA09, SA10, SA11, SA38
Critical analysis of an existing educational or communicative resource 30% 0 0 CA06, CA07, KA08, KA09, SA10, SA38

The course assessment is based on continuous monitoring of learning processes, active participation in sessions, and the completion of a final project. A diverse and flexible system is proposed, allowing students to customize their learning path by choosing between critical analysis and the creation of their own educational proposals.


Assessment is divided into three components:

  1. Active and reflective participation in sessions (10%). Attendance, participation in discussions and activities proposed by each instructor, as well as the ability to contribute critical and collaborative reflections, will be evaluated.
  2. Critical analysis of an existing digital educational or communication resource (30%), The student will analyze an existing, real digital educational or communication resource, using specific indicators of pedagogical, inclusive, and communicative quality. This activity serves as scaffolding for the final project, as it allows for the identification of criteria applicable to one's own proposal. Collective and/or personalized feedback will be provided based on the submitted analysis.
  3. Design of your own educational or communicative proposal (60%), aimed at a specific audience and based on the content covered during the course. This second assignment will be completed in pairs and must be presented orally during the final class session.



Bibliography

General Bibliographic References and Theoretical Framework:

Learning and Experience: Education Theories and Concepts

  • Jorba Bisbal, J., i Sanmarti, N. (1994). La luz y las sombras. Cuadernos de pedagogía, 221, pp. 20-23. https://ddd.uab.cat/record/164804
  • Jorba, J. i Caselles, E. (eds.) (1997). La regulación y auotregulación de los aprendizajes. Síntesis.
  • Pagès, J. (1998). Models i tradicions curriculars en l'ensenyament de les ciències socials i de les humanitats: les finalitats i els valors com a opció ideològica. En Pilar Benejam i Joan Pagès (coords.) Psicopedagogia de les ciències socials i de les humanitats. UOC.

Heritage Teaching Techniques and Museography

  • Girardet i Merleau-Ponty (1994). Une expo de A à Z. Office de coopération et d’information muséales.
  • González-Monfort,N. (2007). L'ús didàctic i el valor educatiu del patrimoni cultural [Tesi doctoral, UAB]. https://ddd.uab.cat/record/36572
  • Masriera Esquerra, C. (2008). Presentación del patrimonio arqueológico: ruinas versus reconstrucciones. ¿Qué entiende más el público?. Iber: Didáctica de las ciencias sociales, 57, 39-51.https://www.researchgate.net/publication/39384816_Presentacion_del_patrimonio_arqueologico_ruinas_versus_reconstrucciones_Que_entiende_mas_el_publico
  • Rice, D. i Serrell, B. (1991). Books and Exhibits. Journal of Museum Education,16, 23-26. https://doi.org/10.1080/10598650.1991.11510175
  • Santacana Mestre i Llonch Molina (2012). Manual de didàctica de l'objecte en el museu. Trea.
  • Santacana Mestre i Martín Pinyol (2010). Manual de museografia interactiva. Trea.
  • Serrell, B. (1996). Exhibit Labels: An Interpretive Approach. Rowman and Littlefield.
  • Shehade, M., i Stylianou Lambert, T. (Eds.). (2021). Emerging technologies and the digital transformation of museums and heritage site : first international conference, RISE IMET 2021, Nicosia, Cyprus, June 2-4, 2021, proceedings (1st ed. 2021.). Springer. https://doi.org/10.1007/978-3-030-83647-4
  • Urgell Plaza,F. (2014). Manual d'estudis de públic de museus. Trea.

Critical Heritage Education and Cultural Righta. Comunity, Accesibility and Inclusion

Technopedagogical Design and Critical Communication and Narrative ein Digital Enviroments

Evaluation


Software

Does not require specific software

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(SEMm) Seminars (master) 1 Catalan/Spanish first semester afternoon