Cultural Heritage learners can highly benefit from ubiquitous learning approaches that connect in-classroom activities with active on-site learning opportunities. However, teachers face the problem that the current landscape of technological support for learning Cultural Heritage mostly consists of mobile applications for informal contexts, completely decoupled from curricular activities. This paper presents the results of an exploratory-sequential mixed-methods study that focuses on the feasibility, for non-technical expert teachers, of repurposing an existing mobile application in formal Cultural Heritage ubiquitous learning situations. Such feasibility is explored from the perspective of the orchestration metaphor. More specifically, we used the “5+3 aspects orchestration framework” to understand the orchestration challenges of four ubiquitous learning situations about Cultural Heritage carried out in two secondary schools. These situations involved five teachers and 139 students who used a mobile application called Casual Learn for several weeks. The results of the study suggest that, after a brief training, teachers can design, enact, and orchestrate ubiquitous learning situations that involve both in-classroom and out-classroom activities. The teachers were able to transfer to the students most of the orchestration load of out-classroom activities. The results also showed that the flow of learning artifacts and information between in- and out-classroom activities is a critical issue that needs to be addressed by developers of ubiquitous learning technological solutions.

New generations should learn about the Cultural Heritage (CH) that surrounds them to value and preserve it. Common strategies for learning CH include lectures, textbooks, and also cultural visits to CH sites. Cultural visits allow very rich learning experiences but are quite challenging to prepare and carry out. This paper presents Cultural Heritage Educational Semantic Tool (CHEST), a web application that enables teachers to identify monuments of interest and annotate them with learning tasks. The created learning tasks will be carried out by students using an existing application, named Casual Learn, that makes use of a dataset of learning tasks created from information available as Linked Open Data. CHEST overcomes an identified limitation of Casual Learn by giving the teachers the possibility of enriching the existing semantic dataset of monuments and associated learning tasks with customized content while hiding the technical complexity of Semantic Web technologies. Additionally, CHEST promotes the reusability and adaptation of learning tasks by different teachers. An early version of CHEST was used by two secondary school teachers in real-life situations to design customized tasks for their students. These tasks were then carried out by the students via Casual Learn. These teachers gave a high usability score to CHEST and were interviewed to obtain further feedback. They were keen to publish new tasks, share them with other teachers, and reuse tasks from other teachers.