Digitalization

Module 6

Discover how digital technologies can help preserve, share, and promote Intangible Cultural Heritage while strengthening the visibility and identity of rural communities.

Estimated Duration: 4 hours;

Lead Partner: Associacion UNO (Spain)

About this Module

This module introduces participants to intergenerational learning as a key approach for understanding, sustaining and revitalising Intangible Cultural Heritage (ICH) in rural and remote contexts.

Through a combination of experiential learning, conceptual input and practical group work, participants explore how knowledge is transmitted—or interrupted—between generations in their chosen Training Case.

The module guides participants from a personal connection to place, through mapping generational relationships, to identifying living and at-risk knowledge, and finally to designing a concrete intergenerational learning moment.

All activities are grounded in the participants’ own Training Case, ensuring continuity across the training week and preparing the ground for later modules.

Duration
4 Hours
 
 
 
 
 
Activities
Icebreaker
Concept presentation
Digital Storytelling
Group activities
Reflection & discussion
Lead Partner
Associacion UNO (Spain)
Main Focus
Digitalisation
Intangible Cultural Heritage
Digital Storytelling
Digital Heritage Preservation

What will you learn?

Learning Outcomes

By the end of this module, you will be able to:

Module Schedule

Follow the recommended learning sequence below. Each step builds upon the previous one, combining conceptual presentations, collaborative activities, and reflection to help you apply the module content to your Training Case.

Understand how digitalisation supports the safeguarding and promotion of Intangible Cultural Heritage.

Identify digital tools and platforms that can document, preserve, and communicate local heritage.

Evaluate the digital presence of a place and recognise opportunities for improvement.

Apply digital storytelling techniques to communicate authentic heritage experiences.

Design a simple digital heritage experience connected to your Training Case.

Module Schedule

Follow the recommended learning sequence below. Each step builds upon the previous one, combining conceptual presentations, collaborative activities, and reflection to help you apply the module content to your Training Case.

Activity “Energizer – My Digital Habit “

Activity – Presentation: “Digitalisation in ICH”

Activity 1 – Digital Mapping of My place

Break

Activity 2 – Choosing the right Digital Tool

Activity 3 – Designing a Digital Component

Activities

Activity “Energizer – My Digital Habit“

10 minutes • Energizer•Group Activity •

Begin the module by introducing yourself through an object that represents your chosen place. Share the story, memory or meaning behind it, discover common themes with your group, and start building connections while reflecting on the relationship between people, place and Intangible Cultural Heritage.

  • Help participants to get Boost Energy and Focus

10 minutes

N/A

N/A

Step 1 – Quick Individual Reflection (2–3 minutes)

Ask participants: – Think about the last 24 hours and answer the following quetsions:

  • What digital platform or tool did you use the most?
  • Why?

They can reflect silently for one minute.

Step 2 – Pair Share (4 minutes)

Participants turn to the person next to them and briefly share:

  • What tool they used most
  • What they use it for (information, communication, entertainment, work)
  • Whether they ever used it for something cultural or heritage-related

Step 3 – Plenary Debrief (3–4 minutes)

Ask 3–4 volunteers:

  • Which platforms were mentioned most?
  • How many were linked to culture or heritage?
  • Keep it short and dynamic
  • Encourage equal participatio
  • Keep the tone light and non-judgmental:There are no “right” or “wrong” digital habits — the aim is awareness, not evaluation.
  • Make the connection explicit:Clearly link participants’ everyday digital habits to how digital tools influence visibility, communication, and access to culture.
  • Transition smoothly into the module Digitalisation : Use a short concluding sentence to bridge the energizer to the Digitalisation presentation (e.g., “Digital tools already shape our daily lives — today we’ll explore how they can also support safeguarding heritage.”)

Activity “Presentation-Digitalisation in ICH”

25-30 minutes • Presentation 

This presentation introduces participants to the role of digitalisation in safeguarding, documenting, and promoting Intangible Cultural Heritage (ICH). Through practical examples and real European best practices, participants explore how digital tools can increase the visibility, accessibility, and transmission of local heritage while ensuring that communities remain at the centre of safeguarding. The session also prepares participants to critically analyse the digital presence of their own Training Case before moving into the practical activities.

By the end of this presentation, participants will be able to:

  • Explain the role of digitalisation in safeguarding Intangible Cultural Heritage.
  • Describe how digital tools can support the documentation, visibility, accessibility, and transmission of local heritage.
  • Recognise that digital technologies complement—but do not replace—living heritage and community participation.
  • Identify examples of good digital heritage practices from different European countries.
  • Reflect on how digitalisation can strengthen the visibility and sustainability of their own Training Case.

20-25  minutes

  •  Presentation”Digitalization in ICH”
  • Computer or laptop
  • Projector/screen (for classroom delivery)
  • Internet connection (for online delivery)

Before starting the presentation, ensure that:

  • The presentation slides are ready and displayed.
  • Participants have completed the “My Digital Habit” energizer activity.
  • Participants have access to their Training Case, as they will refer to it throughout the module.
  • Internet access is available if you wish to demonstrate the digital heritage examples or visit the featured websites during the presentation.
  • Encourage participants to think about how their own place or community is currently represented online before beginning the discussion.

Introduce the concept of digitalisation in Intangible Cultural Heritage (ICH) and explain how digital tools can support the documentation, visibility, participation, and transmission of local heritage while keeping communities at the centre of safeguarding. Present the European best practice examples from Sweden, Spain, and Romania to illustrate different digital approaches. Conclude by encouraging participants to reflect on the digital presence of their own Training Case, preparing them for the practical activities that follow.

Activity 1 – Digital Mapping of My place

75 minutes • Group Activity • Training Case

In this activity, participants analyse the current digital presence of their chosen training case. By exploring search engines, social media platforms, websites, and digital maps, they assess how their place and its Intangible Cultural Heritage are represented online. The activity helps participants identify strengths, gaps, and opportunities in digital visibility.

  • Assess the current digital visibility of their place
  • Identify who is shaping the digital narrative
  • Recognise gaps in online representation of ICH
  • Reflect on the relationship between digital presence and safeguarding

75 minutes

Core materials:

  • Participants’ own devices (laptop, tablet, or smartphone)
  • Stable internet connection

Digital & presentation tools:

  • Laptop (for trainer)
  • Projector and screen 

Optional / alternative tools:

  • A3 paper or flipchart sheets (for groups who prefer taking notes on paper)
  • Markers
  • Ensure participants work in groups based on their chosen training case (either continuing previous groups or forming new groups around the same place).
  • Confirm that each group has access to at least one digital device.Ensure stable internet connection.
  • Review the slide with the guiding questions to support digital exploration and ensure it is ready to be displayed during the activity.
  • Ensure the projector and screen are set up and working properly.
Step 1 - Introduction and instructions
Description

The trainer briefly recalls key concepts from the Digitalisation presentation and explains the purpose of the activity. Participants are invited to analyse the digital presence of their chosen place and reflect on how Intangible Cultural Heritage is represented online. The trainer presents the guiding questions that will support their exploration and clarifies that the goal is analysis, not solution-building.

10 minutes

  • Laptop
  • Projector and screen

  • Slide with guiding questions for this activity

Description

Participants work in groups based on their chosen training case. Using search engines, digital maps, social media platforms, websites, and video platforms, they explore how their place appears online and answer the guiding questions introduced in Step 1 to structure their analysis.Groups takes notes digitally or on paper.

40 minutes.

  • Participants’ own devices (laptop, tablet, or smartphone)
  • Internet connection
  • Paper and markers (optional)
Description

Each group briefly presents:

  • One strength in the digital presence of their place
    One gap or missing element related to ICH visibility

The trainer highlights recurring patterns and prepares the transition toward digital tool selection in the next activity.

15 minutes

  • Projector and screen (optional, if groups wish to show examples)
Decription

In plenary, the trainer facilitates a short debriefing. Participants are invited to reflect on what surprised them during the exploration and how digital visibility relates to safeguarding. The trainer reinforces that digital presence influences recognition, participation, and continuity, while reminding participants that digitalisation must support , not replace ,lived practice.

10 minutes

  • Flipchart or whiteboard (optional, to note key points)
  • Markers
  • Set the atmosphere: Create a positive and open environment where participants feel comfortable sharing ideas, emotions, and personal experiences connected to their local heritage or identity.
  • Encourage inclusion: Pay attention to group dynamics—ensure all voices are heard, especially across different generations or experience levels. Pair participants with complementary strengths.
  • Be flexible: Adapt the tasks according to participants’ comfort levels, local context, and available tools. Support those with less digital experience or language barriers.
  • Foster collaboration: Remind participants to plan, communicate, and distribute roles before starting the task. Emphasize cooperation over competition.
  • Promote respect and empathy: Encourage active listening, fair participation, and sensitivity to cultural and personal stories that may emerge during the activity. Address any conflicts constructively.

Additional Tips:

  • Remind participants that this activity is about analysis and observation, not designing digital solutions yet.
  • Encourage groups to focus specifically on intangible cultural heritage (ICH) and not only on general tourism or promotional content.
  • Support participants who may feel less confident using digital tools; ensure that at least one person per group can navigate online platforms comfortably
  • Encourage critical thinking by asking follow-up questions such as:
    ▪ “Who benefits from this digital representation?”
    ▪ “Whose voice is missing?”
    ▪ “Is the content community-driven or externally produced?”
  • Remind participants that the absence of digital presence does not mean the heritage lacks value — it may simply reflect limited digital capacity.
    Keep the discussion grounded in safeguarding: digital visibility should support heritage, not reduce it to marketing.
    Manage time carefully to ensure enough space for plenary sharing and reflection

This activity applies the concepts introduced during the presentation directly to your Training Case. By exploring your place’s digital presence, you will identify how its Intangible Cultural Heritage is currently represented online, recognise strengths and gaps in visibility, and reflect on opportunities to improve documentation, storytelling, and community engagement. The insights gathered during this activity will serve as a foundation for the following activities, where you will develop digital storytelling content and design a digital heritage experience for your chosen place.

Activity 2- Choosing the Right Digital Tool

45 minutes • Group Activity • Training Case

In this activity, participants evaluate different types of digital tools and select one that could realistically support the safeguarding and visibility of Intangible Cultural Heritage in their chosen training case. Building on the digital mapping carried out in Activity 1, participants connect identified gaps or weaknesses with appropriate digital solutions. The focus is on feasibility, sustainability, and relevance to the community, rather than technological complexity.

  • Identify appropriate digital tools for their local context
  • Evaluate feasibility and sustainability of digital solutions
  • Connect digital tools to safeguarding objectives
  • Make informed decisions based on community capacity

45 minutes

Core materials:

  •  Outputs from Activity 1 (notes on digital presence)
  • A3 paper or flipchart sheets
  • Markers

Digital option:

  • Participants’ own devices (laptop, tablet, smartphone)

Presentation tools:

  • Laptop (trainer)
  • Projector and screen
  • Ensure materials for both paper-based and digital work are available and clearly explained to participants
  • Review the slide on categories of digital tools in advance.
  • Ensure the presentation is available and functioning properly.
  • Ensure participants continue working in the same groups as Activity 1.
  • Prepare the evaluation framework slide and guiding questions.
  • Check internet access and technical setup (projector, screen, devices).
  • Ensure materials for both paper-based and digital work are available and clearly explained to participants
Step 1 - Introduction: From Analysis to Selection
Description

The trainer briefly recalls the findings from Activity 1 and introduces the categories of digital tools (documentation, digital storytelling, social media and online platforms, digital archives and mapping tools). The trainer explains how each category can support the safeguarding and visibility of Intangible Cultural Heritage.

Participants are reminded that the goal is not to choose the most innovative tool, but the most appropriate and sustainable one for their local context.

5 minutes

  • Laptop
  • Projector and screen
  • Presentation “Category of Digital tools”
Description

Participants continue working in the same groups formed in Activity 1 of this module, ensuring continuity with the digital mapping exercise and the identified gaps.

The trainer displays the guiding evaluation questions on a slide to structure the group discussion and decision-making process.

Each group reviews the categories of digital tools and selects one tool that could realistically address a gap identified in Activity 1.

30 minutes.

  • Outputs from Activity 1
  • Handout/Slide with guiding evaluation questions for Activity 2
  • Projector and screen
  • A3 paper or digital document
  • Markers (if working on paper)
  • Participants’ own devices (optional)
Description

Each group briefly presents the digital tool they selected and explains their reasoning based on the evaluation criteria shown on the slide.Groups are invited to highlight:

  • The digital tool chosen
  • The gap from Activity 1 that it addresses
  • Why it is realistic for their context
  • One potential challenge or limitation

The trainer facilitates short and focused presentations (1–2 minutes per group), ensuring time discipline and encouraging attentive listening. The aim is not to evaluate or rank proposals, but to surface patterns and realistic approaches.

10 minutes

  • Slide with guiding evaluation questions (still displayed)
  • Projector and screen
  • Groups’ notes (paper or digital)
Decription

The trainer facilitates a short plenary debriefing. Participants are invited to reflect on:

  • What influenced their choice of tool
  • Whether simplicity or complexity felt more realistic
  • What common challenges emerged across groups

The trainer highlights that choosing the right tool is about alignment with community capacity and safeguarding needs, not technological ambition.

The activity concludes with a clear transition: in the next activity, participants will further develop their selected digital tool into a concrete and realistic digital component for their place.

5 minutes

  • None (optional flipchart if the trainer wishes to note one or two reflections)

Before and During the Activity:

  • Set the atmosphere: Create a positive and open environment where participants feel comfortable sharing ideas, emotions, and personal experiences connected to their local heritage or identity.
  • Encourage inclusion: Pay attention to group dynamics—ensure all voices are heard, especially across different generations or experience levels. Pair participants with complementary strengths.
  • Be flexible: Adapt the tasks according to participants’ comfort levels, local context, and available tools. Support those with less digital experience or language barriers.
  • Foster collaboration: Remind participants to plan, communicate, and distribute roles before starting the task. Emphasize cooperation over competition.
  • Promote respect and empathy: Encourage active listening, fair participation, and sensitivity to cultural and personal stories that may emerge during the activity. Address any conflicts constructivel.

Activity-specific facilitation tips:

  • Remind participants to continue working with the same training case and the same group as in Activity 1 to ensure continuity with the digital mapping findings.
  • Emphasise that the goal is not to choose the most innovative or technologically advanced tool, but the most appropriate and sustainable one for their local context.
  • Encourage participants to clearly link their selected tool to a specific gap identified in Activity 1.
  • Support groups in thinking realistically about local capacity, skills, and resources.
  • If groups tend toward overly complex solutions (e.g., AI, VR, large platforms), gently guide them back to feasibility and community ownership.
  • Prevent early over-design; remind participants that detailed development of the digital component will happen in the next activity.
  • Keep presentations short and focused (1–2 minutes per group) to preserve energy and momentum.
  • If groups get stuck, use guiding questions such as:

▪ “What digital gap did you identify earlier?”

▪ “Who would realistically manage this tool in your community?”

▪ “Is this tool sustainable after initial enthusiasm?”

▪ “What is the simplest version of this idea?”

Other:

  • Be enthusiastic and supportive—motivate participants to engage both emotionally and creatively.
  • Manage time carefully to maintain focus while ensuring all participants contribute.
  • Adjust for group size or context (e.g., small rural groups, mixed ages, or hybrid sessions).
  • Document the process (photos, notes, quotes) for later reflection or inclusion in the Digital Collection.

This activity builds directly on the findings from Activity 1 by helping you select the most appropriate digital tools for your Training Case. Based on the needs and characteristics of your place, you will evaluate which digital solutions can best support the documentation, visibility, storytelling, and safeguarding of its Intangible Cultural Heritage. Your decisions will form the basis for the final activity, where you will design a practical digital heritage experience for your chosen place.

Activity 3: Designing a Digital Component

50 minutes • Group Activity • Training Case

This activity builds on the digital tool selected in Activity 2. Participants develop a concrete and realistic digital component that supports the safeguarding and visibility of Intangible Cultural Heritage in their chosen training case. By defining its purpose, target audience, format, management, and sustainability, participants move from tool selection to structured design grounded in community capacity.

  • Develop a realistic digital component linked to their chosen training case
  • Connect digital tools to safeguarding objectives
  • Define roles, responsibilities, and sustainability measures
  • Anticipate potential risks and limitations

50 minutes

Core materials:

  • Selected digital tool from Activity 2
  • Outputs from Activity 1 (digital gaps identified)
  • A3 paper or flipchart sheets
    Marker

Digital option:

  • Participants’ own devices (laptop, tablet, smartphone)

Presentation tools:

  • Laptop (trainer)
  • Projector and screen
  • Ensure participants continue working in the same groups as in Activity 2.
  • Review the slide with the guiding design questions for Activity 3 and ensure it is ready to be displayed during the activity.
  • Check that the projector and technical setup are functioning properly.
Step 1 - From Tool to Design
Description

The trainer explains that participants will now further develop the digital tool selected in Activity 2 into a concrete and realistic digital component. The trainer emphasises that the aim is to design something feasible and sustainable, not a complex or large-scale project.

The trainer presents the slide with the guiding design questions, explaining how these questions will structure the group work and support clear, focused development.

Participants are reminded to stay grounded in safeguarding objectives and community capacity.

5 minutes

  • Slide with guiding design questions for Activity 3
  • Laptop
  • Projector and screen
Description

Participants remain in the same groups as in Activity 2 and further develop the digital tool they selected into a concrete and realistic digital component.

Using the guiding design questions displayed on the slide, groups work through the following aspects:

  • Define clearly what will be created (e.g., short video series, digital map entry, social media storytelling campaign, online archive section).
    Specify which ICH element the component supports.
    Identify who will be responsible for creating and maintaining it.
    Define the target audience.
    Explain how the component will be sustained and updated over time.
    Anticipate possible risks or challenges (technical, financial, ethical, participation-related).

Groups summarise their digital component in a structured and concise format, either on paper or digitally.

30 minutes 

  • Handout/Slide with guiding design questions  for Activity 3 (displayed)
  • Outputs from Activity 2 ( selected digital tool)
  • Projector and screen
  • A3 paper or digital document
  • Markers (if working on paper)
  • Participants’ own devices (if working digitally)
Description

Each group presents their designed digital component to the plenary. Presentations should be concise (2–3 minutes per group) and focus on clarity rather than detail.Groups are invited to explain:

  • The selected digital tool
  • The concrete digital component designed
  • Which ICH element it supports
  • Why it is realistic and sustainable
  • One potential challenge

10 minutes 

  • Presentation pf the digital componenets of each group (paper or digital)
  • Projector and screen (only if groups present digitally)
  • Trainer’s device (smartphone or laptop) to collect the outputs, by:

                       – taking photos of paper-based work, and/or

                       – saving digital files shared by the groups

Optional (only if useful)

  • Flipchart or whiteboard to note recurring ideas (not required)
  • Markers (if using flipchart)
Decription

The trainer facilitates a short debriefing of the activity. As well the trainer facilitates a short plenary reflection to consolidate learning from the Digitalisation module.Participants are invited to reflect on:

  • What felt realistic in your design process?
  • What challenges did you identify?
  • How does digitalisation support safeguarding without replacing lived practice?
  • What role does community capacity play in digital sustainability?

5 minutes

  • None (optional flipchart if the trainer wishes to note one or two reflections)

Before and During the Activity:

  • Set the atmosphere: Create a positive and open environment where participants feel comfortable sharing ideas, emotions, and personal experiences connected to their local heritage or identity.
  • Encourage inclusion: Pay attention to group dynamics—ensure all voices are heard, especially across different generations or experience levels. Pair participants with complementary strengths.
  • Be flexible: Adapt the tasks according to participants’ comfort levels, local context, and available tools. Support those with less digital experience or language barriers.
  • Foster collaboration: Remind participants to plan, communicate, and distribute roles before starting the task. Emphasize cooperation over competition.
  • Promote respect and empathy: Encourage active listening, fair participation, and sensitivity to cultural and personal stories that may emerge during the activity. Address any conflicts constructively.

Activity-specific facilitation tips:

  • Encourage participants to keep the digital component small, specific, and realistic rather than ambitious or technologically complex.
  • Remind groups that digital tools should support safeguarding and community practice, not replace lived heritage.
  • Emphasise sustainability — ask participants to consider who will maintain or update the digital component over time.
  • Support groups who struggle by asking: “What is the simplest version of this idea?” or “Who in your community could realistically manage this?”
  • Keep the focus on alignment with identified gaps from Activity 1, rather than creating something entirely new.
  • Prevent over-design; this is about structuring a realistic component, not developing a full project or business plan.
  • Encourage clarity in defining the target audience and purpose.

Other:

  • Be enthusiastic and supportive—motivate participants to engage both emotionally and creatively.
  • Manage time carefully to maintain focus while ensuring all participants contribute.
  • Adjust for group size or context (e.g., small rural groups, mixed ages, or hybrid sessions).
  • Document the process (photos, notes, quotes) for later reflection or inclusion in the Digital Collection.

This activity brings together everything explored throughout the module by applying the concepts and decisions developed in the previous activities to your Training Case. Using your analysis of your place’s digital presence and the digital tools you selected, you will design a realistic digital heritage experience that promotes the visibility, safeguarding, and transmission of your Intangible Cultural Heritage. This final concept becomes a practical action that can be further developed and adapted within your own community.

Module Resources

This section contains all the supporting materials referenced in the “Materials Needed” section of each activity. As you progress through the module, you can access or download presentations, worksheets, templates, handouts, and additional resources to support your learning and the development of your Training Case.

Activity – “Presentation-Digitalisation in ICH”

Download the presentation and supporting handout(s) for this activity before you begin.

Presentation "Digitalisation in ICH"
View/Download Presentation
Activity 1 – “Digital Mapping of My place”

Downloadand supporting handout(s) for this activity before you begin.

Handout: Activity 1– Digital Mapping of My Place: Guiding Questions
View/Download Handout
Activity 2 – Choosing the Right Digital Tool

Download the presentation and supporting handout(s) for this activity before you begin.

Presentation "Digital Tools Categories "
View/Download Presentation
Handout: Activity 2 – Choosing the Right Digital Tool: Guiding Questions
View/Download Handout
Activity 3 –Designing a Digital Component

Download  supporting handout(s) for this activity before you begin.

Handout: Activity 3 – Designing a Digital Component: Guiding Questions
View/Download Handout
Explore other resources
📚 Case Studies & Best Practices- #ASenseofEU Digital Collection
Explore the Digital Collection
🌐 Community Stories & Heritage – #ASenseofEU Digital Collection:
Explore the Digital Collection
🌐 UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity.
UNESCO – Dive into Intangible Cultural Heritage

Continue Your Training Case

Before moving to the next module, review your notes and update your Training Case with the knowledge and materials developed throughout this module.

Record:

  • The current digital presence of your place and its Intangible Cultural Heritage.
  • The strengths and gaps you identified during your digital mapping.
  • The digital tools and platforms that best support the documentation, visibility, and safeguarding of your heritage.
  • Your concept for a digital heritage experience that could help preserve, promote, and share your place with wider audiences.
Continue to Module 7
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