Implementation of ‘From the 1st to the 4th Industrial Revolution’ (SOI-ES-218)

Context of implementation

The Learning Scenario “From the 1st to the 4th Industrial Revolution” makes it possible to take a journey through the history of Europe from the 18th century to the present day and to learn about the social changes brought about by industrialisation. This scenario was created by Zehra Gülenis, a teacher from Turkey.

This learning scenario has a versatile design, allows the use of active learning methodologies in the classroom and an intensive use of digital competences. It was used by introducing some changes in history lessons with 15-16 year-old students.

This scenario was adapted to a hybrid learning model. Classes are held synchronously for students who attend face-to-face and for those at home who attend the lectures via an advanced videoconferencing system.

Images from the implementation. CC-BY-SA José Ramón González Quelle

Implementing the Learning Scenario

All students used the contents of the national curriculum in order to identify the key ideas: distance learning students made cooperatively a Microsoft Powerpoint presentation and they used Microsoft Teams breakout rooms to meet. Students working in the classroom (the pandemic situation prevented cooperative work at school and the use of computer rooms is not allowed) made mind maps and searched for images related to a period of the Industrial Revolution in the Europeana collections by using their smartphones.

After the first two working sessions, the third session consisted of the exhibition of the presentations and mind maps. Everybody could learn about each other’s topics.

Images from the implementation. CC-BY-SA José Ramón González Quelle

In the next step, all students did a search for identifying the most usual works developed at each stage and made a collage with the photos taken from the Europeana collections and galleries. They also created a storytelling explaining their living and working conditions according to the corresponding period.

Finally, the teacher created a Quizizz to check if the students had understood the key ideas of each stage of the Industrial Revolution and the students answered a survey to identify the impact of the Fourth Industrial Revolution on their lives.

All students answered both the Quizizz and the survey by using their smartphones. The results of the survey allowed the students to discuss about the impact of technological changes on their lives.

Images from the implementation. CC-BY-SA José Ramón González Quelle

In the last session, the academic enrichment students presented the results of their individual research using other Europeana learning scenarios. Divided into groups through Microsoft Teams breakout rooms, these students made a video about the Belle Époque (LS-FI-520) by selecting images from the Europeana collections and a Padlet and infographic with Canva about a local industrial space (EN-CUR-487).

To close the project, all students made a project portfolio and shared it on Padlet.

Images from the implementation. CC-BY-SA José Ramón González Quelle


This learning scenario has great possibilities because it integrates the contents divided into different learning standards in the national curriculum through an interdisciplinary approach making deep learning possible.

From the original scenario, the following topics were added to respond to the discussions that arose during its implementation:

  1. To recognize, from the local industrial heritage, the impact of the Industrial Revolution on the urban landscape of the city.
  2. To discuss the characteristics of work in the future and the most immediate challenges of the post-industrial society.
  3. To design a survey to find out the emotional impact of the latest technological changes on students’ lives.

Learning outcomes:

-Through the Europeana collections, students were able to recognise the changes that industrial landscapes have undergone over the last two centuries and, in particular, in their city.

-Storytelling provided an insight into living conditions at different times in contemporary history and brought emotions to the fore and developed historical empathy.

-The students adapted to a new model of work by making intensive use of technology and online collaborative tools.

During the implementation of the activities I kept my students engaged to learn on their own and helped them to develop 21st century skills (creativity, cooperation, communication and critical thinking) through a relevant and meaningful educational experience.

Images from the implementation. CC-BY-SA José Ramón González Quelle

On Europeana Resources:

During its implementation, students had the opportunity to explore images from Europeana, to elaborate surveys, to interact using online cooperative learning tools and to develop their social and communication skills.

This learning scenario allowed me to integrate Europeana resources into a hybrid learning model. It was a novel experience, different from full face-to-face learning and online learning with all students at home. It was necessary to keep the two groups of students connected with their respective learning shifts.

More Media from the implementation:

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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Wellcome Collection.

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