The purpose of the study has been to execute an investigation on digital collaborative services, and their connections to onsite activities, throughout empirical experimentation, with a combined participatory design methodology and lab approach. The research focused on how an online platform, in addition to onsite events, could seed a public collaborative service. The chosen context for prototyping the service was the Rome’s library network, where during a phase of economic and job crisis, the library role is even more crucial, as one of the most locally active user centered services. The library wants to readdress its mediation ability towards educational activities who present an unsaturated potential, aimed at increasing users long term job potential and labour market orientation.
The workshops with local students, library staff, and local NGO, highlighted the need of an online platform in combination with onsite events, that could fill the main gaps that prevent the building of continuos relations with the users, adding a new core touchpoint will change the user experience of the current service, generating a new service flow.
The online and onsite service was tested in the month of July 2014, with 5 seminars, and a decent online participation, focusing on the main feature of the service: directly influence the service, to actively choosing its contents, the most voted events’ themes that become seminars.
The users are able to adapt the service to their personal needs, making the system modifiable, creating dialog between the users and the service, sharing many communal traits with a meta-design environment. 
The current state of the service prototype can not be considered a collaborative service, since the users can reach the role of co-designer - even if can be considered a social innovation project. However this service prototype has the potential to seed a transformation towards a public collaborative service. The user could gradually build a continuos relation to the service, as far as becoming a co-provider.

Museums today provide learning-rich experiences and quality informational resources through both physical and virtual environments. This study examined a Holocaust Museum traveling exhibition, Life in Shadows: Hidden Children and the Holocaust that was on display at the Art Center of Battle Creek, Michigan in fall 2005. The purpose of this mixed methods study was to assess the informational value of a Holocaust Museum exhibition in its onsite vs. online format by converging quantitative and qualitative data. Participants in the study included six eighth grade language arts classes who viewed various combinations or scenarios of the onsite and online Life in Shadows. Using student responses to questions in an online exhibition survey, an analysis of variance was performed to determine which scenario visit promotes the greatest content learning. Using student responses to additional questions on the same survey, data were analyzed qualitatively to discover the impact on students of each scenario visit. By means of an emotional empathy test, data were analyzed to determine differences among student response according to scenario visit. A principal finding of the study (supporting Falk and Dierking's contextual model of learning) was that the use of the online exhibition provided a source of prior orientation and functioned as an advanced organizer for students who subsequently viewed the onsite exhibition. Students who viewed the online exhibition received higher topic assessment scores. Students in each scenario visit gave positive exhibition feedback and evidence of emotional empathy. Further longitudinal studies in museum informatics and Holocaust education involving a more diverse population are needed. Of particular importance would be research focusing on using museum exhibitions and Web-based technology in a compelling manner so that students can continue to hear the words of survivors who themselves bear witness and give voice to silenced victims. When perpetuity of access to informational resources is assured, future generations will continue to be connected to the primary documents of history and cultural heritage.