Web 2.0 Enhancing Role in Heritage Interpretation Based on Constructivist Learning Theories

Abstract

The aim of this paper is to reveal Web 2.0 as a meaningful heritage interpretative technique that could be employed in heritage interpretation to improve visitor’s experience through the constructivist learning opportunities. Constructivist learning theories involve learner in a participatory meaning-making process to foster deep learning and understanding which is enhanced by Web 2.0 functions. Interpretation is an educational process that aims to reveal meanings and values that lie behind the facts and objects. Interpretation that does not enables interaction among visitor and resource is sterile. As a result there is an interrelation between interpretation and constructivist learning which highlights the value of visitor’s participation in the interpretational activities. Web 2.0 is intended to encourage active participation, cooperation and exchange of knowledge and ideas between users. This research presents for functions of Web 2.0 that enhance heritage interpretation: Interaction among users, Content creation and interaction with it, social tagging and Recreation.