artwork by

International Conference:

Folk/Traditional/Popular Culture and the Internet

Volos, 6-7 November 2013

Introduction Organisers and sponsors The conference programme


Dimitris Papageorgiou (Πανεπιστήμιο Αιγαίου)
Folk cultural practices and digital representations: a systemic approach

The new digital culture the is evolving within the Internet along with the importance of folk culture teaching in education, lead to the utilization of digital media in the field of folklore. For this purpose, the current work explores the relationship between folk culture with digitally enriched books (enriched e-book) which incorporate simple and complex learning objects (learning asset and learning resource). A learning object is defined as an autonomous and independent educational unit, associated with one or more learning goals, which is developed from the beginning in such a way that it can be reused in different educational frameworks.

In the field of education and in particular in folk culture teaching in the context of flexible zone and school activities program (cultural issues) in primary education, enriched e-books can be used as enhanced reading tools, alternative multimedia sources, direct material updates, rapidely distributed and disseminated educational material on folk culture.

In addition to that, teachers or students under the guidance of their teachers can design and implement applications in enriched e-book format (links, images, text, video, videos, You Tube) through the use of enriched e-book authoring tools. A folktale, traditional occupations or a local custom are examples of such applications. In particular students are able: a) to engage authentically having different views that can be developed, b) to increase complexity so as not to converge all digital sources to one view, c) to engage in an «intentional» way i.e. they can set goals and provide the tools to develop and pursue their own goals and to reflect on them, d) to actively engage and thus to be able to process the material in different ways, i.e. to experiment, to observe regularities or points with meaning (see Jonassen: meaningful learning with technology).

It is also important to consider that such books can be read by portable reading devices (tablet, iPad, smartphone) facilitating student visits in museums, cultural sites, for on-site folklore research, educational visits etc. In addition to all the above it should be added the ability to connect enriched e-books with digital resources through links (link) making use of portable reading devices and wireless Internet connectivity where available. External connections that can be achieved using the internet concern: a) folk culture digital resources, b) web 2.0 applications on folk culture (e.g. wiki, blog, youtube), c) dictionaries, encyclopedias (e.g. wikipedia), d) educational software, e) other enriched books. Using the above technologies in combination with digitally enriched books, rich learning experiences can be created with reference to an educational scenario on folk culture.