10.6092/issn.1973-9494/10627
Digital mobile devices and cultural heritage should be framed within the traditional knowledge management system as an informal learning tool in supporting cultural digital literacy to help build a comprehensive picture of a nation's identity. To this end, the paper develops a mobile cultural heritage application for the traditional knowledge management system of the Dayak tribe in Borneo. The method for its development refers to the 5R Architecture Framework. Information contents for the knowledge management system refer to the cultural heritage domain in UNESCO and the domain of the Indonesian Archipelago Culture Initiatives (IACI) organization. The result was the development of a prototype of a mobile cultural heritage app. It was presented to demonstrate how the use of a cultural framework can offer insight into how 5R adaptation features and IACI content are able to complement traditional cultural heritage pedagogies by providing mobile learning at the Right Time, in the Right Location, to the Right Users, with the right Device and the Right Content.
application/pdf
1973-9494
10627
en
Norhidayat Norhidayat
Conservation Science in Cultural Heritage
framework
Mobile Cultural Heritage Apps for the Digital Literacy of the Dayak Tribe, Borneo, Indonesia
Text.Serial.Journal
https://conservation-science.unibo.it/
19
Articles
2020-03-18
2020-03-11
2020-03-18
2020-03-18
205-217
CSCH
Norhidayat Norhidayat
2019
10.6092/issn.1973-9494/10627
205
Mulawarman University
1973-9494
framework
en
217
Mobile Cultural Heritage Apps for the Digital Literacy of the Dayak Tribe, Borneo, Indonesia
https://conservation-science.unibo.it/article/download/10627/10566
19
M      BILE CULTURAL HERITAGE APPS FOR THE
      O
      DIGITAL LITERACY OF THE DAYAK TRIBE, BORNEO,
      INDONESIA

   Edy Budiman*, Masna Wati, Norhidayat 1
   Mulawarman University, Indonesia




   Keywords: mobile cultural heritage, Dayak tribe, framework


   1. Introduction

    Indonesia, as a multicultural nation has a variety of cultures, arts, tribes, unique tra-
ditions and other local knowledge that differs from other countries in the world. Unfor-
tunately, its cultural diversity is still not being optimized in the field of cultural heritage
literacy and is neither promoted nor utilized properly, even though it has great potential
in developing and strengthening local lore. Besides, Indonesia is one of the countries
with the largest number of internet users in the world. According to the results of digital
reports [1], the total number of Internet users as of the beginning of 2019 was 143.3
million people (Internet World Stats), around 86.60 million according to the Interna-
tional Telecommunication Union and world banks, with this growth being reported as
+13% in one year.
    Indonesia’s readiness as a nation with diverse cultures has been tested for its
resilience through the current of globalization and rapid technological development.
Strong currents began in 2015 with the implementation of the ASEAN Free Trade
Zone (AFTA). Related to the impact of globalization on Indonesian culture, according
to Y. Effendi [2], Indonesia as a developing country does not yet have a high level of
competitive power or an equal bargaining position with developed countries, there-
fore the use of technology in cultural literacy is still low and poses a serious threat
to cultural identity.
    In the past, before the advancement of communication and information technol-
ogy, the value of Indonesia’s cultural heritage was still strongly felt by the community,
but now, foreign cultural values easily and quickly enter people’s homes through an
overzealous use of the web and communication systems (internet-based information,
social-media, etc.), transforming and eroding the long-established values of Indone-
sia’s cultural heritage.


*1 Corresponding author: edybudiman.unmul@gmail.com
                                                                                                According to Wilhelm [3], the erosion of culture began with the age of infor-
                                                                                            mation technology, such as the development of satellite communication systems
                                                                                            and the internet. Since then, the consumption of information has become infinite.
                                                                                            People in Indonesia are able to obtain all kinds of information without restriction
                                                                                            and tend to absorb it without considering the positive and negative effects on their
                                                                                            cultural identity.
                                                                                                Among the positive effects is that information technology can advance culture.
                                                                                            The growing diffusion of Indonesian culture by other countries deriving from the
                                                                                            various ways of promoting it through online media is, of course, principally in the
                                                                                            interest of tourism. Information technology makes it easy to communicate and
                                                                                            acquire information about the existence of other cultural values ​​that are different
                                                                                            from the cultural heritage that is one’s own; it is therefore not easily adopted by
                                                                                            other countries, its characteristics are insular, etc.
E. Budiman, M. Wati, Norhidayat - Mobile cultural heritage apps for the digital literacy




                                                                                                On the other hand, negative effects exist. Indonesian culture that was once
                                                                                            friendly, polite and one of mutual cooperation, has been replaced by features
                                                                                            which are altogether foreign, such as promiscuity. In the use of language and
                                                                                            dress code, teenagers have rarely mastered and used regional languages or
                                                                                            adopted local fashions in their daily life. They prefer to dress in a style using the
                                                                                            materials and colors of a global fashion rather than those of their own culture in
                                                                                            which the local materials traditionally employed include batik, ulap doyo and oth-
                                                                                            ers. The clothing culture adopted from films and social media through the internet,
                                                                                            has also facilitated the spread of pornographic works, etc.
                                                                                                The mode and scale of globalization today has indeed changed. The world is
                                                                                            experiencing a 4T Revolution (Technology, Telecommunications, Transportation,
                                                                                            Tourism) which has a dominant global driving effect so that boundaries between
                                                                                            regions are increasingly blurred, and in the end, leads to the creation of a global
                                                                                            village [4]. Therefore, in order to preserve Indonesian culture, management, doc-
                                                                                            umentation and information dissemination are needed together with knowledge
                                                                                            about utilizing information and communication technology within the context of the
                                                                                            noble values of local and national cultures.
                                                                                                The management of cultural heritage information is a complex process [5]
                                                                                            which involves methods, techniques and technology, cultural diversity, file form
                                                                                            and format, properties, data classification and resources, database integration,
                                                                                            accessibility, knowledge exchange, and other processes.
                                                                                                In this study [6]such as: unintegrated database, incomprehensive inventory,
                                                                                            limited access to public, and so forth. Various data, applications, and technolo-
                                                                                            gies of cultural heritage and natural history are scattered and built with different
                                                                                            formats and platforms. In order to overcome such problems and challenges, we
                                                                                            proposed a framework, called eCultural Heritage and Natural History (eCHNH, a
                                                                                            framework is proposed, called e-Cultural Heritage and Natural History (e-CHNH).
                                                                                            This framework was developed based on the Zachman architectural framework
                                                                                            and uses it as a basis and guide for digital preservation, accessibility and shar-
                                                                                            ing of information on cultural heritage and natural history in the public and non-
                                                                                            public domains. Furthermore, the classification of the cultural heritage, according
                                                                                            to the Indonesian Archipelago Culture Initiative (IACI) organization [7], lists 12
                                                                                            categories, i.e. traditional clothing, tribal maps, performing arts, weapons and ar-
                                                                                            maments, music and songs, architectural products, food and beverage, motifs and
                                                                                            ornaments, traditional games, manuscripts and inscriptions, folklore legends, mu-


                                                                                      206
sical instruments, and ritual and treatment. Nowadays, the question is not whether
information, data, and documents about cultural heritage should be digitized, but
how to think towards developing content, releasing or displaying, data visualiza-
tion, accessibility, and exchange of knowledge, etc. It is not just a question of
information.
   The paper aims to develop Mobile Cultural Heritage for the Digital Literacy of
the Dayak Tribe on the island of Borneo as an effort to preserve their local and
national culture and identity. The framework used refers to the 5R Architecture
Framework: concepts, systems, and learning scenario [8], [9]. This paper explains
how the 5R architecture framework and the use of IACI content can be adapted to
complement cultural heritage pedagogy and be implemented correctly as the right
digital literacy media to be used within the 5R concept (Right time, Right location,
Right device, Right user and Right content).


  2. Materials and Methods

    The rationale that has driven us to develop this framework lies in the effort to
preserve the local cultural heritage through digital literacy which is now being
eroded and is fading, due to the influence of modern globalization. Globalization
has changed the values of the nationalism and culture that exist in Indonesia and
in particular the cultural heritage of the Dayak tribe in Borneo. There is a loss of
indigenous cultures, the erosion of cultural values, a decline in nationalism and
patriotism, a loss of kinship and mutual cooperation, loss of self-confidence, a
lifestyle that is not in accordance with its culture. In addition, there is often a
gap arising from incidents, conflicts, or claims of cultural ownership rights for the
same cultural, as often occurs between two countries in one region that have the
same ethnic group or culture. One such example is that of the Dayak people.




                                                                                              CONSERVATION SCIENCE IN CULTURAL HERITAGE
Where the distribution of their tribes covers four countries on the mainland and
the Borneo islands, i.e. the Dayak tribe who inhabit the Indonesian mainland in
Kalimantan, the Dayak tribe in mainland Sabah and Sarawak Malaysia, the Dayak
tribe in Brunei and the Dayak tribe in the Northern Borneo archipelago, the Philip-
pines [10] [11].


  2.1. Dayak Tribe Borneo

   Dayak or “Daya” are the names given by coastal occupants to the inland inhab-
itants living on the island of Borneo [12], which includes Brunei and Malaysia, the
latter consisting of Sabah and Sarawak and Indonesia, which consists of West
Kalimantan, East Kalimantan, Central Kalimantan, South Kalimantan, and North
Kalimantan. The culture of the Dayak community is a nautical or maritime culture.
Almost all Dayak names have a meaning related to the terms ‘upstream’ or ‘river’,
especially found in the names of sub-tribes and clans [13].




                                                                                        207
E. Budiman, M. Wati, Norhidayat - Mobile cultural heritage apps for the digital literacy




                                                                                                                           Figure 1. Tribal distribution map



                                                                                                The Dayak tribe of Borneo island is divided into 7 groups called “STAMMENRAS”
                                                                                            with a total of 405 sub-tribes [14], the division is formed based on clumps, the area of
                                                                                            habitation and its origin and they are scattered in various regions in Borneo. Although
                                                                                            it is one ethnic group (Dayak), each indigenous sub-tribe has cultural characteristics
                                                                                            and local traditions that vary according to the region or nature where they live [15]. The
                                                                                            names of the clumps and tribes are shown in Table 1, with the map in Figure 1 indicat-
                                                                                            ing the position occupied by the different tribes.

                                                                                            Table 1. The seven groups of the Dayak tribe in Borneo.

                                                                                             Group name              Sub-groups (total)        Distribution area
                                                                                                                     Ngaju (53)                Central Kalimantan
                                                                                             Dayak Ngaju             Maanyan (7)               South Kalimantan
                                                                                             (Biaju)                 Lawangan (21)             East Kalimantan
                                                                                                                     Dusun (8)
                                                                                                                     Kenya (24)                Northern East Kalimantan Brunei
                                                                                             Apo Kayan               Kayan (10)                Sabah-Sarawak
                                                                                                                     Bakau (26)                East Malaysia
                                                                                                                                               West Kalimantan,
                                                                                             Iban (Dayak Sea)        Heban (11)                Sarawak, Brunei
                                                                                                                                               Tawau Sabah Malaysia
                                                                                             Klemantan               Klemantan (47)            West Kalimantan
                                                                                             (Dayak Land)            Ketunggau (39)            Sarawak, East Malaysia




                                                                                      208
                        Murut (28)               Northern East Kalimantan
 Murut                  Idaan (6)                Brunei
                        Tidung (10)              Sabah-Sarawak, East Malaysia
                        Basap (20)               West Kalimantan
 Punan                  Punan (24)               Central Kalimantan
                        At (5)                   East Kalimantan
                                                 Central Kalimantan
                                                 South Kalimantan
 Danun (Ot Danum)       Ot Danum (66)
                                                 Southern East Kalimantan
                                                 Southeastern West Kalimantan.


   2.2. The Cultural Heritage Domain

   UNESCO [16] divides cultural heritage into two categories: tangible and intangible
cultural heritage. These two cultural elements do not stand-alone but are interrelated
and influence all elements of culture, both tangible and intangible. In the process of
cultural development, there are three inseparable things, i.e.: education and train-
ing, archiving and preserving, equipment and supporting materials. Then, as stated
earlier, that culture does not stand-alone, the mapping of e-Culture domains also
includes fields other than cultural elements that are directly or indirectly related, i.e.
tourism (e-Tourism), sports and recreation (e-Sport), business (e-Business), gov-
ernment (e-Government), environment (e-Environment) and education (e-Learning).
These fields are included in the ecosystem of developing e-Culture so that it cannot
be separated, for example in the field of tourism, cultural attractions are promoted
or marketed through e-Tourism content, or cultural products are sold and promoted
through e-Business systems, etc.




                                                                                                    CONSERVATION SCIENCE IN CULTURAL HERITAGE
   3. Results and Discussion

   To achieve the stated goals, i.e. to develop mobile cultural heritage for the digi-
tal literacy of the Dayak Tribe in Borneo, this study was characterized by library
research, case studies, and practice-based research. Data collection methods in-
cluded: literature studies, such as history books, research results on Dayak culture,
etc.; observation, i.e. field visits to locations of data sources such as the office of the
Education and Culture institution, the office of the Tourism institution, the Office of
Library and Archive Services, the office of the Cultural Preservation Institution, the
Cultural Village, the Museum, and various other sources.


   3.1. Mobile Culture Heritage Domain for Dayak Tribe Borneo

   Using the IACI (Indonesian Archipelago Cultural Initiatives) as a reference point,
the mobile cultural heritage domain was built for digital literacy, which consists of 12
tangible cultural elements, as shown in Figure 2.



                                                                                              209
E. Budiman, M. Wati, Norhidayat - Mobile cultural heritage apps for the digital literacy




                                                                                                        Figure 2. Mobile cultural heritage domain for the Dayak tribe, Borneo



                                                                                              3.2. The 5R Adaptation Framework Concept for Mobile Cultural Heritage

                                                                                               The concept of the 5R adaptation framework was proposed by Tan, Qing, et
                                                                                            al. [8], [17] and was aimed at enriching adaptive and personalized mobile learn-
                                                                                            ing through the integration of context information to build context-aware mobile
                                                                                            computing architectures. The 5R framework concept as a reference in building a
                                                                                            mobile cultural heritage with components of adaptation is shown in Figure 3: the
                                                                                            right time, the right location, the right device, the right user and the right content.
                                                                                            The intention of introducing a 5R cultural heritage adaptation framework is to cre-
                                                                                            ate a standard structure for mobile cultural heritage application systems to obtain
                                                                                            a wider range of adaptation in the mobile culture domain.
                                                                                               Right Contents: the “right contents” include information objects, cultural activi-
                                                                                            ties, and information literacy that suit the particular user, at a particular time and
                                                                                            location, as well as the device. The knowledge management system, firstly, has
                                                                                            to be able to generate the 5R sensible information contents in the repository.
                                                                                            Secondly, it has to be able to deliver the 5R adaptive information contents to us-
                                                                                            ers. The information contents contain all the attributes of time, location, device,
                                                                                            and user.




                                                                                      210
             Figure 3. The 5R Adaptation framework for mobile cultural heritage



   Right Device: the “right device” refers to the user’s device used to access cultural
information. The device constraint is associated with information contents to provide
users with the best possible knowledge, information or experience through their de-
vices. The mobile devices are heterogeneous with multiple operating platforms and the
devices have different and limited device interaction capabilities.
   Right Time: The time in the adaptation framework indicates two factors, the




                                                                                                CONSERVATION SCIENCE IN CULTURAL HERITAGE
date-time and visitor (access, traffic) progress. It provides up-to-date information
contents to the user.
   Right Location: the location in the adaptation framework indicates the user’s cur-
rent geographic location. In a cultural heritage mobile environment, the location-based
information contents can be implemented to enhance the contextual interaction for
users. Location-based information contents are those cultural objects that are tied to
particular locations.
   Right User: the “right user” is the person who uses the device to access information
through the cultural heritage application. The right user means that the information
provided for the objects, the information activities assigned, and the pedagogy used by
the knowledge management system matches the user’s profile and style.
   The 5R Adaptation Mechanism: The adaptation mechanism consists of adaptive
controls to process the inputs and to generate the 5R adapted information contents for
the user in the mobile culture domains.


  3.3. The Mobile Cultural Heritage Application

   The development of the 5R architecture framework for mobile cultural heritage
should be framed within the traditional knowledge management system as an in-
formal learning tool in supporting cultural digital literacy to help build a compre-

                                                                                          211
                                                                                            hensive picture of a nation’s identity. Information contained in the legacy domain
                                                                                            integrates cultural context information including time, user, location, device, and
                                                                                            content into the adaptation process. The development of cellular technology over
                                                                                            the past few decades has enabled the application of new ways to interact with peo-
                                                                                            ple and smartphones. Advances in digital information also significantly influence
                                                                                            the evolution of cultural heritage dissemination.
                                                                                               The mobile cultural heritage application for Dayak tribe digital literacy provides in-
                                                                                            formation about the cultural diversity of each Dayak ethnic group. The built application
                                                                                            consists of three main sections, i.e. the cultural heritage menu, the Dayak groups and
                                                                                            the tribal maps shown in Figure 4.
E. Budiman, M. Wati, Norhidayat - Mobile cultural heritage apps for the digital literacy




                                                                                            Figure 4. Screenshot of 3 main sections in the mobile cultural heritage app for the Dayak tribe,
                                                                                            Borneo.



                                                                                               The cultural heritage menu contains cultural domain data consisting of the 12
                                                                                            categories of cultural heritage in accordance with the classification of the cultur-
                                                                                            al heritage by IACI already mentioned in the previous section. The Dayak Group
                                                                                            menu contains a list of seven Dayak group names that make it easy for users to
                                                                                            search for information on 405 tribes and their cultural heritage. Instead, the tribal
                                                                                            map menu contains information on the distribution location of each Dayak tribe on
                                                                                            the mainland of Borneo.
                                                                                               Content visualization in the application integrates cultural heritage context infor-
                                                                                            mation including user, location, time, device, and information content into the adap-
                                                                                            tation process. In cellular cultural heritage, media structures require rich metadata
                                                                                            about their creations and content to support access to various types of users. In
                                                                                            addition, this application provides domain and location information for various cul-
                                                                                            tures connected to it according to user needs. This means that information objects
                                                                                            with specific information purposes can be linked to the same location. Information
                                                                                            and inheritance content can be added in a variety of formats, including video, au-
                                                                                            dio, maps, animations, images or text (see Figure 5) to support adaptation func-
                                                                                            tions for different devices.



                                                                                      212
     Figure 5. Screenshot of the mobile cultural heritage app of the Dayak tribe in Borneo.



   The Dayak people in Borneo, with their diversity of culture and local knowledge from
various tribes, are now experiencing challenges in preserving their existence. Lack of
community interest, especially for the younger generation in understanding and know-
ing the tribes in Borneo’s tropical forest areas, is one obstacle in its development. This
is due to the difficulty of obtaining information about the diversity of Dayak tribes on
the island of Borneo and having limited access or media in exploring information on
cultural heritage. In addition, the use of information technology for things other than
cultural diversity contents is more advanced, so that information about the cultural
diversity of the Dayak tribe will steadily disappear.




                                                                                                         CONSERVATION SCIENCE IN CULTURAL HERITAGE
   In order for the Dayak tribe to continue to exist as a tribe that is rich in diverse culture,
the use of information and communication technology (ICT) must be optimized for man-
aging, documenting and implementing digital literacy of the cultural heritage knowledge
possessed by each ethnic group in Borneo. The utilization of ICT in the context of ef-
forts to preserve the local culture and knowledge is one approach, which can, in part be
achieved through the mobile cultural heritage app of the Dayak tribe Borneo.
   Applying technologies to cultural heritage has become one of the resources used
in digital learning, and we use it as a teaching media in our institution, as well as
a supporting tool in cultural science courses for learning. Contents information and
knowledge in the mobile cultural heritage of the Dayak tribe is one of the digital-based
learning resources that provide cultural information, especially the Cultural Heritage of
the Dayak tribe in Borneo.
   To date, information about the number and names of the existing Dayak sub-tribes,
as many as 405 sub-groups, are apparently not yet known to the wider community,
including the younger generation of Dayaks themselves. Moreover, knowledge of the
cultural diversity possessed by each sub-tribe is difficult to distinguish between sub-
ethnic cultures and other Dayak sub-tribes and culture in one village with another
Dayak village culture. The presence of this application provides information about
the profile of each Dayak group, tribe, sub-tribe, cultural village, location, and other
cultural heritage information that is digitally framed referring to the cultural domain
of IACI and UNESCO.


                                                                                                   213
                                                                                                  4. Conclusion

                                                                                               The rationale that has driven us to develop this mobile cultural heritage app is an ef-
                                                                                            fort to preserve the fading local cultural heritage through digital literacy and so attenuate
                                                                                            the impact of modern globalization. Globalization has changed the values of nationalism
                                                                                            and culture that have existed in Indonesia and in particular the cultural heritage of the
                                                                                            Dayak tribe in Borneo. Digital technology is widespread, but there are still many people
                                                                                            who are unable to use technology positively and productively. The misuse (misapplica-
                                                                                            tion) of digital technology can also have a negative impact on personal and social life.
                                                                                            Therefore, digital literacy needs to be developed to help build a national identity. The
                                                                                            dimensions of digital literacy include tools and systems, information and data, sharing
                                                                                            and creation, historical and cultural contexts and many other elements. Through un-
                                                                                            derstanding this dimension, we can develop cellular cultural heritage as materials and
E. Budiman, M. Wati, Norhidayat - Mobile cultural heritage apps for the digital literacy




                                                                                            methods for teaching digital cultural literacy in formal and non-formal education.


                                                                                                  Funding Statement

                                                                                                The research and its publication were funded by the Directorate of Research and
                                                                                            Community Service (DRPM), Directorate General of Research and Development
                                                                                            Strengthening, Ministry of Research, Technology and Higher Education of the Republic
                                                                                            of Indonesia, in the Basic Research Program (183 / SP2H / LT / DRPM / 2019).


                                                                                                  Acknowledgments

                                                                                               Thanks to the Institute Research and Community Service (Lembaga Penelitian dan
                                                                                            Pengabdian Masyarakat: LPPM) Mulawarman University for all the support and men-
                                                                                            toring assistance during this research.


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      Biographical notes

   Edy Budiman graduated with a Bachelor of Education (S1) at Makassar State Uni-
versity (UNM) in South Sulawesi, Indonesia in 2003; graduated (S2) in the Informatics
Maters Program, Hasanuddin University (UNHAS) in 2010. He is currently a regular
lecturer in the Department of Informatics Engineering, Faculty of Computer Science
and Information Technology, Mulawarman University, Samarinda, East Borneo, Indo-
nesia. He is a lecturer in mobile programming and network courses. His research fo-
cuses on the area of ​​Transformation of Computational Technology on local wisdom
around the environment of tropical rain forests. He has written and presented papers in
national and international conferences and various computer science and information
technology journals and has acted as presenter in seminars and training on Program-
ming. His work in writing and developing systems on the Borneo Biodiversity Informa-
tion System (BBIS) has been published.

    Masna Wati is a lecturer in the Department of Informatics, Mulawarman Univer-
sity. She completed her undergraduate education at Hasanuddin University, Makas-


                                                                                            215
                                                                                            sar, South Sulawesi in 2008 and has a Bachelor of Mathematics; she then obtained a
                                                                                            master’s degree in Informatics in 2012 at Hasanuddin University, Makassar. Besides
                                                                                            teaching, she is also actively researching and writing articles and books. She also
                                                                                            actively participates in national and international conferences to present articles. The
                                                                                            focus of her research is studying computer science especially in data-mining and deci-
                                                                                            sion-making concerning the tropical rainforest environment in Borneo. She has written
                                                                                            books: “Kecerdasan Buatan (Artificial Intelligence)” in 2015 and “the Decision Support
                                                                                            System: Multi-Attribute Decision Making (MADM)” in 2019. The author will continue to
                                                                                            dedicate herself in various research to supports the improvement of the preservation
                                                                                            of the cultural heritage and the utilization of resources of Borneo.

                                                                                               Norhidayat completed the undergraduate program (S-1) in the History Education
                                                                                            Department of Lambung Mangkurat University, Banjarmasin, South Borneo in 2014,
E. Budiman, M. Wati, Norhidayat - Mobile cultural heritage apps for the digital literacy




                                                                                            subsequently finishing his postgraduate course (S-2) at the Post Graduate School of
                                                                                            History Education in Sebelas Maret University, Surakarta, West Java in 2016.
                                                                                               He has been lecturing at the History Education Department in Teacher Training and
                                                                                            Education Faculty of Mulawarman University, Samarinda since 2016 on the course
                                                                                            of culture, history and archaeology and some courses in the field of education. He is
                                                                                            currently active as a member of the Association of Educators and History researchers
                                                                                            (APPS) and members of the Indonesian History Education Society (P3SI). He writes
                                                                                            and attends conferences both nationally and internationally and is also active in re-
                                                                                            search and community service. His writing has covered the skills of thinking in his-
                                                                                            torical learning and traditional culture and fabrics as well as about the utilization of
                                                                                            technology in historical and cultural learning.


                                                                                               Summary
                                                                                               Digital mobile devices and cultural heritage should be framed within the traditional
                                                                                            knowledge management system as an informal learning tool in supporting cultural
                                                                                            digital literacy to help build a comprehensive picture of a nation’s identity. To this end,
                                                                                            the paper develops a mobile cultural heritage application for the traditional knowledge
                                                                                            management system of the Dayak tribe in Borneo. The method for its development
                                                                                            refers to the 5R Architecture Framework. Information contents for the knowledge man-
                                                                                            agement system refer to the cultural heritage domain in UNESCO and the domain of
                                                                                            the Indonesian Archipelago Culture Initiatives (IACI) organization. The result was the
                                                                                            development of a prototype of a mobile cultural heritage app. It was presented to dem-
                                                                                            onstrate how the use of a cultural framework can offer insight into how 5R adaptation
                                                                                            features and IACI content are able to complement traditional cultural heritage pedago-
                                                                                            gies by providing mobile learning at the Right Time, in the Right Location, to the Right
                                                                                            Users, with the right Device and the Right Content.


                                                                                                Riassunto
                                                                                                L’unione tra dispositivi mobili digitali e beni culturali dovrebbe essere inquadrata in
                                                                                            un sistema per la gestione di conoscenze tradizionali, utilizzandolo come mezzo di ap-
                                                                                            prendimento informale a sostegno dell’alfabetizzazione digitale culturale per costruire
                                                                                            un quadro completo dell’identità di una nazione. A questo scopo, il lavoro tratta una ap-
                                                                                            plicazione mobile riguardante il sistema di gestione per la conoscenza delle tradizioni


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della tribù Dayak in Borneo. Il metodo per il suo sviluppo si riferisce al 5R Architecture
Framework. I contenuti informativi per la gestione del sistema delle conoscenze si rife-
riscono al dominio UNESCO del patrimonio culturale e al dominio dell’organizzazione
del Indonesian Archipelago Culture Initiatives (IACI). È quindi stata messa a punto il
prototipo di un app mobile per il patrimonio culturale. Esso è stato presentato per di-
mostrare come l’uso di un quadro culturale possa offrire un modo di capire come le ca-
ratteristiche di adattamento 5R e il contenuto IACI siano capaci di integrare al meglio
le tradizionali pedagogie usate nel settore dei beni culturale fornendo un dispositivo
mobile di apprendimento at the Right Time (al momento giusto), in the Right Location
(nel posto giusto), to the Right Users (ai fruittori giusti), with the Right Device (con il
dispositivo giusto) e the Right Content (il contenuto giusto).




                                                                                                    CONSERVATION SCIENCE IN CULTURAL HERITAGE




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