MASTER DI II LIVELLO
Museums are gaining international recognition as potent educational tools, catering not only to the traditionally engaged elite audience but also extending their reach to previously underserved visitor categories. Identifying innovative strategies and methodologies that can support the needs of all types of audiences, in line with national and international research guidelines has become a top priority. This commitment is in harmony with the objectives of the 2030 Agenda for Sustainable Development, emphasizing the importance of developing field research tools and devices that can be effectively utilized across diverse countries, fostering international comparisons (ICOM, 2022), and promoting transnational dialogues (UN, 2015). Furthermore, the challenges related to safeguarding, enhancing, and promoting artistic and cultural heritage for societal advancement, as defined by the Italian National Recovery and Resilience Plan (PNRR), underscore the necessity to train heritage enhancement professionals with specialized pedagogical, educational, and training expertise, particularly in the context of evolving digital landscapes. Despite the pressing demand for addressing public educational needs (NEMO, 2020), studies in the field reveal a historical lack of emphasis on incorporating new digital technologies, fostering entrepreneurship, cultivating digital skills, and developing cross-cutting competencies among professionals in museum contexts (Poce, 2019; European Commission, 2017). The primary objective of this master’s degree program is to address these educational gaps, promoting a holistic blend of skills demanded by heritage education professionals within the fast-evolving cultural environment.
The course content and objectives align with the professional profile of museum educators outlined in the Charter of Museum Professions (ICOM, 2005; European Handbook of Museum Professions, 2008) and the Museum Professions and Functions in the Light of the Reform of State Museums (ICOM, 2017).
In detail, the two-year “Advanced Studies in Heritage Education” Master’s program aims to equip highly specialized professionals who can operate effectively in international work and design contexts. These professionals will possess the ability to organize activities in the field of heritage education, leverage museums as educational tools, conduct empirical research on an international scale by comparing survey instruments produced in different cultural contexts, and apply new methodologies and technologies such as AI, AR, VR, among others, to diverse operational settings (ICOM, 2022).
Graduates from this program will be well-positioned to lead and manage educational sectors in heritage use contexts, particularly in museums, both nationally and internationally. Additionally, they will excel as lecturers and experts in designing and coordinating heritage educational experiences in integrated settings involving other institutions, such as public and private companies in the healthcare sector, public administration, universities, and businesses operating in the digital humanities sector.
The teaching approach adopts a modular structure that facilitates the recognition of specific learning strategies and content retention. Continuous self-assessment mechanisms are integrated to reinforce learning throughout the program. The program is designed to enable trainees to develop personal advancement capabilities and effectively navigate academic and professional contexts, thereby contributing to technological and cultural progress in society, particularly within the domain of cultural heritage enhancement.
Theoretical Teaching Units (Year I and II)
The Master’s curriculum encompasses a series of theoretical units, drawn from prominent Italian and international literature. These units aim to achieve several objectives, including the analysis of communication and cultural mediation within the museum, the interpretation of museums as tools for lifelong education, the mastery of relevant terminology, and the exploration of the relationship between key marketing functions as an organizational context within museums’ educational functions.
Study and Research Seminars (Year I and II)
Online lectures aim to delve into various topics in-depth, with a particular emphasis on familiarizing students with computer techniques and tools for museum education. These seminars also provide essential guidance for drafting European projects and formulating research projects within the museum domain.
Audiovisual Didactic Units (Year 1)
This component of the program focuses on recognizing and analysing communication strategies applicable during museum educational activities.
Documentary Didactic Units and Monthly Research (Year 1)
The curriculum includes the presentation of practical examples illustrating the use of tools, data analysis, and the development of questionnaires. These activities equip students with the skills needed to create evaluation tools for application within the museum environment.
Internship (Year 2)
During the second year of the program, students engage in a minimum three-week internship within an Italian museum or company. This hands-on experience allows participants to refine their research hypotheses and subject them to verification for the completion of their final research project. Students are also involved in designing and administering survey instruments, collecting data, and applying the knowledge and skills acquired during their training.
The master’s course is conducted through e-learning mode, using a dedicated platform.
This platform not only delivers course content but also facilitates collaborative storytelling and object-based learning activities within virtual and semi-virtual environments. Course materials are stored on the platform and accessible through various modes depending on the content type. Assessment tests are conducted within the e-learning environment created specifically on the platform, accessible to all enrolled participants throughout the course. The system also monitors the completion of activities and records synchronous lessons or seminars deemed beneficial for participant training.
University of Rome Tor Vergata – Department of History, Cultural Heritage, Education, and Society
University of Roma Tre – Department of Education Sciences
Lectures, workshops, laboratories, and e-learning activities are delivered by a diverse team of national and international experts.
These distinguished educators and professionals include:
Caccamo Alessio, University of Rome ‘La Sapienza’ (IT)
Carmean Julie, National Gallery of Art – Washington DC-Baltimore Area (USA)
Chatterjee Helen, University College London (UK)
Corso Simona, University of Roma Tre (IT)
De Luca Martina, Foundation School of Cultural Heritage and Activities (IT)
De Medio Carlo, University of Roma Tre (IT)
Di Giovanni Elena, University of Macerata and President of ESIST (IT)
Duhs Rosalind, University College London (UK)
Ellis Liz, The National Lottery Heritage Fund (UK)
Giosi Marco, University of Roma Tre (IT)
Guralnick David, President and CEO of Kaleidoscope Learning (USA)
Hess Mona, University of Bamberg (DE)
Lepri Chiara, University of Roma Tre (IT)
Liguori Antonia, Loughborough University (UK)
Marella Daniela, University of Rome ‘La Sapienza’ (IT)
Pistorio Giovanna, University of Roma Tre (IT)
Poce Antonella, University of Rome ‘Tor Vergata’ (IT)
Prokupek Marek, KEDGE Business School, KEDGE Arts School Paris Campus (FR)
Re Maria Rosaria, University of Roma Tre (IT)
Valente Mara, University of Roma Tre (IT)
Zanotti Serenella, University of Roma Tre (IT)
Zuanni Chiara, University of Graz (AT)
The Master’s program spans a duration of 2 years.
At the conclusion of the first year, students are required to produce a written paper based on guidance provided by the Course Council, drawing from their study and research activities undertaken during the first year.
The culmination of the Master’s program involves an in-person final examination, wherein students draft an empirical project for discussion before an international commission.
The Master’s Course is open to individuals who hold one of the following degrees: Master’s degrees awarded under Ministerial Decree no. 270 of 22 October 2004; Specialist degrees under Ministerial Decree no. 509 of 3 November 1999; Degrees awarded under the system prior to Ministerial Decree no. 509 of 3 November 1999 (old system).
Non-EU students resident in Italy with a valid residence permit for work or study purposes are eligible for enrolment. For non-EU students residing abroad, admission is regulated by current regulations, and the qualification obtained abroad must be accompanied by a CIMEA certificate.
Eligible qualifications must be possessed at the time of enrolment, prior to the commencement of training activities.
Maximum number of participants: 100
In case the number of candidates exceeds the established maximum, and provided that minimum requirements are met, candidates will be assessed based on the following evaluation criteria:
The enrolment fee for the program is set at €5,000 divided into two instalments.
Those who do not meet the qualification requirements for the Master’s degree may be admitted as auditors, with a maximum of 20% of participants. Auditors do not participate in proficiency tests or final examinations and do not earn credits. They receive a certificate of participation as auditors, and the cost for enrolment as auditors is €1,000.
The Master’s program provides 3 scholarships, self-financed by the course, for students under the age of 35: one with full exemption and two with partial exemption, equal to 50 percent of the tuition fee. The scholarships are awarded after a public call for applications and following a selection process carried out on resume assessment, and an interview aimed at assessing the candidates’ actual skills and motivation.
The scholarships are reserved to three particularly deserving and economically disadvantaged students with a maximum age of 35 (year of birth is considered – 1989). The scholarships are awarded after a public call for applications and following: a selection process held by the date of enrolment, which is based on an evaluation of resumes; and an interview aimed at assessing the candidates’ actual skills and motivation. The applicants’ economic-financial conditions and employment status will also be considered.
For the awarding of the three scholarships, the academical titles held by the applicants and attested in the resumes submitted in the announcement of admission will be evaluated. The evaluation criteria are as follows:
Final grade of Master’s degree (with reference to the minimum entry requirement title)
max 12 points (=110 cum laude) (110=11 points; 109=10,9 etc.)
Other degrees (second Bachelor’s degree, Master’s degree, PhD, Higher Education courses, etc.)
1 point for each title for a maximum of 4 points
Proven experience in national and international museum settings
max 6 points
English language certifications recognized by the MUR
B2=0.5 points; C1= 1 point; C2=1.5 points
Other language certifications recognized by the MUR
B2=0.5 points; C1= 1 point; C2=1.5 points
IT skills certification
max 1 point
Publications (journals with ISSN or monographs/book chapters with ISBN)
max 4 points
After a title assessment, applicants with a maximum age of 35 and possessing all the requirements will be interviewed for the scholarship allocation. The maximum score for the interview is 20 points.
The scores obtained from the two assessments (titles and interview: maximum 50 points) will merge into a final ranking list: the scholarship with total exemption will be awarded to the first candidate in the ranking list; the 2 scholarships with partial exemption will be awarded respectively to the 2nd and 3rd candidates in the ranking list.
In case of a tie, the youngest candidate will precede in the ranking list.
The scholarships, which are self-funded by the master’s program, cannot be combined with each other or with other exemptions or reductions in fees and contributions.
David Guralnick holds a Ph.D. from Northwestern University, where his work synthesized concepts from the fields of computer science and artificial intelligence, instructional design, and cognitive psychology. His work synthesizes concepts from several fields with the goal of using new technology to create immersive experiences that reimagine education and training. Over the past 30 years, he has designed and evaluated a variety of simulation-based training applications, performance support systems, online courses, mobile applications, and authoring tools for corporate, non-profit, and university audiences.
Dr. Guralnick is President and CEO of New York-based Kaleidoscope Learning; President of the International E-Learning Association (IELA) and founding chair of the International E-Learning Awards program; an Adjunct Professor at Columbia University; a regular keynote speaker at international conferences; founder and chair of The Learning Ideas Conference, (formerly the International Conference on E-Learning in the Workplace (ICELW)); Editor-in-Chief of the International Journal on Advanced Corporate Learning (iJAC); and was founding chair of the American Society for Training & Development (ASTD)’s New York E-learning Special Interest Group. His work has been featured in Wired magazine, Trainingmagazine (as an Editor’s Choice), and the Wall Street Journal, and he is the recipient of numerous e-learning design awards.