Network access to virtual knowledge resourcesHow to break the barriers of “mass” access to educational resources

Through the centuries knowledge has been transferred thanks to different methods and mechanisms. There was a time for “schools”, a time for “mentors” and manuscripts, a time for “foyer” and more recently codex, books and encyclopaedias. The more the number of learners increased the more sustainable solutions have to be developed. In the XVIII and XIX Century the idea to transfer knowledge or at least information thanks to handbooks and manuals to be uses as an additional support for students attending courses. Subject mainly based on theoretical aspects took a different reference model compared with subjects more related to workshops and direct interaction between different actors like design and experimentation. Communication methods based on linear non interactive formats left some opportunities to parallel interactive formats enabling more effective information and knowledge transfer. Once we have clearly identified e significant method in order to transfer not only information but basically knowledge in a structured, contextualised and interactive way we can draw some scenarios on the application of such methods to specific domain of knowledge such as science and technology. Scientific culture, at various levels, is one of the building blocks of our society. We are immersed in science and technology advances almost in every field of life: agriculture, medicine, humanities, entertainment, household activities and even arts. Scientific communication passed through “schools”, cabinets and handbooks in order to reach greater audiences. The idea of “museum” in some way derived from the taxonomical approach of the XVIII Century “encyclopedia” offered a successful answer to the increasing request of information and knowledge coming from more educated citizens. In the XIX Century some Museums of Sciences and Technology were established such as the most famous “Deutsches Museum” in Munich Germany. The concept was to train people thanks to the physical reconstruction of the machinery or the process and let them experiment “hands on” the topic. Such models range from full scale portions of mines to reduced scale working models of engines and power generators. This is basically the same approach suggested by Frank Oppenheimer in designing the Exploratorium in San Francisco (1969). How to improve scientific communication and offer added value experiences ? this is the main aim of this contribution. The scientific instruments on top of the tower are not “self explanatory” both because we lost the idea about their use and because we cannot put the “hands on” and try them. One of the key elements will be the use of “virtuality” re-enabling a direct experience and hands on approach. Digital technologies, especially the Internet, have completely overturned the concept of commercial and distribution goods. Any product that can assume the digital format can be cloned an essentially infinite number of times at almost no cost. Digital technology has dramatically increased the opportunities for creative people to express themselves, by either offering new forms of expression or drastically reducing the production costs associated with existing ones. Significant examples include music and video composition, where production costs have plummeted, allowing young talent to realise their own productions. In addition, in the field of computer games, the use of easy access technologies has allowed talented people that are not particularly skilled in computer science to express themselves. Digital technologies, especially the Internet, have completely overturned the concept of commercial and distribution goods. Any product that can assume the digital format can be cloned an essentially infinite number of times at almost no cost.