Astrolabio: Learning History Through Places and Experiences

Outline

Engagement:
The presenters display souvenirs, photos, and objects related to school visits and ask the participants: What do you think of what you see? What memories do these items bring back? What knowledge comes to mind? (3 minutes)
Introduction:
The presenters describe the characteristics of traditional school visits and highlight the usual roles they play. (3 minutes)
Development:
The presenters introduce participants to the characteristics of Astrolabio and how to design a guided visit using the approach. They emphasize the phases of design, implementation, and evaluation. (4 minutes)
Activity:
The presenters divide attendees into teams of 3 to 5 people and provide printed materials to help them organize a brief presentation on the ISTE 2025 conference. Each team is asked to design a one-minute presentation on their assigned topic and create a question based on what they presented. As the teams present, the presenters organize a game using these questions, which is played at the end to assess learning. (25 minutes)
Conclusion:
The presenters invite attendees to record a collaborative video reflecting on their experience at the panel and share a QR code where the final video can be viewed after the conference. (5 minutes)
Questions:
The presenters respond to questions and comments from the attendees. (5 minutes)

Supporting research

Artola Renedo, A., & Chaparro Sainz, Á. (2023). En Torno Al Uso De Recursos Digitales Para La Investigación Y La Enseñanza De La Historia Moderna. Studia Histórica: Historia Moderna, 45(1), 73-100. https://doi.org/10.14201/shhmo202345173100

De Navascués Martín, J. (2024). Escribir una historia: Una experiencia didáctica en tiempos de postpandemia. RILCE. Revista de Filología Hispánica, 40(1), 234-248. https://doi.org/10.15581/008.40.1.234-48

Miralles-Martínez, P., Gómez-Carrasco, C. J., Arias, V. B., & Fontal-Merillas, O. (2019). Recursos digitales y metodología didáctica en la formación inicial de docentes de Historia. Comunicar, 27(61), 45-56. https://doi.org/10.3916/C61-2019-04

Artola Renedo, A., & Chaparro Sainz, Á. (2023). En Torno Al Uso De Recursos Digitales Para La Investigación Y La Enseñanza De La Historia Moderna. Studia Histórica: Historia Moderna, 45(1), 73-100. https://doi.org/10.14201/shhmo202345173100

Bande Bande, A. M. (2022). «Comunicaciones De Otro Mundo»: El Silencio Y La Amistad En Las Cartas De Concha De Albornoz a Rosa Chacel: «Comunicacions d’un altre món»: El silenci i l’amistat a les cartes de Concha de Albornoz a Rosa Chacel. Lectora: Revista de Dones i Textualitat, 28, 201-219. https://doi.org/10.1344/Lectora2022.28.11

de Oliveira Carvalho Rossi, A. L. D., & de Paiva Bondioli, N. (2021). Ancient History: What for? The Possibilities between Teaching and Entertainment through Digital Games: ¿Historia antigua para qué? Posibilidades entre la enseñanza y el entretenimiento a través de juegos digitales. Acta Scientiarium: Education, 43, 1-10. https://doi.org/10.4025/actascieduc.v43i0.53951

Gilabert González, L. M. (2024). EL VALOR DE LA FORMACIÓN EN EL ALUMNADO DE HISTORIA DEL ARTE: GAMIFICACIÓN, APRENDIZAJE SERVICIO Y EDUCACIÓN INCLUSIVA. (Spanish). Imafronte. Revista de Historia del Arte, 31, 124-142. https://doi.org/10.6018/imafronte.577141

i Fernàndez, L. C., Camps Durban, E., & Vidal Santorum, A. (2023). Innovation Project in the Teaching of Journalism History. Revista de Comunicación «Vivat Academia», 156, 73-88. https://doi.org/10.15178/va.2023.e1444
Sánchez Domínguez, V., Álvarez-Ossorio Rivas, A., &

Lozano Gómez, F. (2019). Nuevos Alumnos, Nuevos Retos Y Recursos Diferentes: Un Libro Digital Para La Enseñanza De La Historia Antigua. Futuro del Pasado: Revista Electrónica de Historia, 10, 343-372. https://doi.org/10.14516/fdp.2019.010.001.013