Abstract
This article discusses the features of traditional infographics used for representing data in the course of a chronological axis and the development of innovative learning in virtual environments for Historical Sciences. We are namely interested in implementing a prototype of an online learning platform that should represent chronology in a dynamic timeline. An adequate solution for the implementation of this proposal is a multi-agent system. This is because it distributes knowledge, employs problem-solving techniques and makes it easier to access databases, internet information and any other type of resources required by the system. The use of this technology in the prototype will allow it to evolve and adapt to changes, as well as interact with users smoothly and effortlessly.
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Our observation is based on our experience as lecturers in historical French linguistics at the University of Salamanca, along with our knowledge of the materials produced by English, French and Spanish editors for the teaching on historical linguistics.
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“Visualizing Cultures was launched at MIT in 2002 to explore the potential of the Web for developing innovative image-driven scholarship and learning. The VC mission is to use new technology and hitherto inaccessible visual materials to reconstruct the past as people of the time visualized the world (or imagined it to be) […] The Visualizing Cultures Curriculum offers a full complement of standards-compliant lessons, providing a pathway for teachers and students to become active historians and knowledgeable readers of images” (MIT 2015). See also Clio Visualizing History which objective is to create “innovative online history exhibits designed to attract students and educators” (Clio 2018).
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Tools as the spectacularly animated maps made for Paleomap Project should be an indispensable part of the school (Scotese 2003), (Scotese 2015). A recent Spanish Conference of Deans of Geology, held at the University of Salamanca, has stated so in a manifest: Geology has little space in the education system and an effective elementary science education on the subject is imperative (CEDG 2018).
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See The History of the World: Every Year (Bye 2016).
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See Indo-European Migrations & Language Geographical Evolution (Pietrobon 2016).
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Llamas-Pombo, E. (2019). Visualizing History: A Virtual Timeline for Teaching and Learning Historical Sciences. In: Rodríguez, S., et al. Distributed Computing and Artificial Intelligence, Special Sessions, 15th International Conference. DCAI 2018. Advances in Intelligent Systems and Computing, vol 801. Springer, Cham. https://doi.org/10.1007/978-3-319-99608-0_36
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