Implementation of “Places in Stamps” (SoI-HR-592)

Author: Ljiljana Štanfelj, geography teacher

School/Organization: “Dobriša Cesarić” Osijek, Croatia 

Abstract/Introduction

Students from 5th, 6th and 7th grade (11 – 13 years old) learned how to properly address and write a postcard and stamp. The activities were carried out with students of different ages, all with the aim of understanding the importance and purpose of postcards, as well as understanding the past for the present and future.

Students created interactive content with the help of the Europeana platform, various digital and AI tools. During the activity, students applied what they had learned and they researched European cities and their cultural heritage in order to create postcards and stamps.

In a time when digital intelligence and AI are taking hold in all areas of everyday life, writing and sending postcards, which encourage and develop writing and communication skills, is of great importance. Upon completion of the activity, we concluded that writing and sending postcards is still a good way of communicating, that it represents a memory from a trip, but it also shows the person to whom we are sending the postcard that we are thinking of her/him.

Introduction to the activity: What do I know about writing a postcard?

Using the digital tool Wooclap, students answered questions related to writing a postcard. The answers sought to gather information about how much students knew about postcards, how they are written and addressed. The questions were: “Do you know what a postcard is? What is the purpose of sending postcards? What can be shown on the front of a postcard? How to start and end writing an informal text? From which European cities do you want to send a postcard?”. Students answered anonymously, and after each question, the answers were read out and any unclear information was clarified.

During the introductory activity, students learned what postcards are and some important historical facts were highlighted (the appearance of the first postcard in the world and in Croatia).

Students respond to a survey created in the digital tool Wooclap.

Slika na kojoj se prikazuje računalo, u dvorani, osoba, prijenosno računalo Sadržaj generiran umjetnom inteligencijom može biti netočan.

Students respond to a survey created in the digital tool Wooclap.

Let’s learn about the postcard

Using the Wooclap tool and the augmented reality tool ARTutor, students learned about important historical facts related to postcards, as well as how to write text and address postcards correctly.

By using the augmented reality content created in the ARTutor tool, students were provided with a new, practical and innovative way to learn about postcards while simultaneously viewing examples of postcards in a 3D model. The learning content was interactive and fun for students.

Content about the postcard created in the augmented reality tool – ARTutor and in the Wooclap tool.

Slika na kojoj se prikazuje tekst, u dvorani, Ljudsko lice, umjetničko djelo Sadržaj generiran umjetnom inteligencijom može biti netočan.

In an innovative way, students expand their learning about postcards by using augmented reality tools – ARTutor.

European places in postcards and stamps

After learning about the basic features of a postcard, students searched for images of the rich cultural heritage of European countries and places from which they wanted to send a postcard.  

On the Europeana platform, students searched for places from Portugal, Germany, England, Norway and Greece.

Based on the images, students created a collage of photos and stamps. 

During this activity, students created innovative postcards and stamps in the digital tool Canva. Based on motives from the image from the Europeana platform, students generated a photo in the future using the AI ​​tools. In this part of the activity, AI tools were used Gemini AI – to generate instructions and Bing Image Creator  – to generate images based on instructions. In this way, students wanted to show what European cultural heritage would look like in the future. 

Based on their previous knowledge of the cultural heritage of selected European countries, students searched in the search engine on the Europeana platform. 

Based on images from the Europeana website, they also created a stamp for the back of the postcard.

Slika na kojoj se prikazuje računalo, osoba, prijenosno računalo, u dvorani Sadržaj generiran umjetnom inteligencijom može biti netočan.

 Students search for images on the Europeana platform.


After creating a collage of photos and stamps, students began writing text on the back of the postcard. Students wrote text to people who were not real. They used the Gemini AI artificial intelligence tool to create an imaginary name and address. 

In the text, they included answers to questions about where they were, what the weather was like, and how they were spending their time in the city or country.

Slika na kojoj se prikazuje tekst, računalo, snimka zaslona, Brošura Sadržaj generiran umjetnom inteligencijom može biti netočan.
Slika na kojoj se prikazuje tekst, web-mjesto, snimka zaslona, Oglašavanje na internetu Sadržaj generiran umjetnom inteligencijom može biti netočan.

Students used the Gemini AI tool to generate fictitious names and addresses.

With a AI song across Europe

In order to adapt the postcard to modern times, the students used the AI tool Suno to create a song about the place and country from which they were sending the postcard. They inserted a link to the generated poem into the QR code. They used the online tool MeQR Code Generator. The students inserted the created QR code onto the front of the postcard.

Students create a poem about the place and country from which they sent the postcard using the AI ​​tool Suno. They place a link to the poem in a QR code.

Final activities – formative evaluation of the activity

After completing the activities, students participated in a formative evaluation. They answered questions posed in the digital tool Quizizz. 

The questions were as follows:

1. How do you rate the activities at the “Places in stamps” workshop? 

2. Which digital tools / websites did you use in your work?

3. Explain your answers. Which activities during the workshop did you like the most? Would you change anything?

4. Explain your answer / opinion according to the stated statement. (WHAT DID I LEARN?)

Although sending postcards seems like a thing of the past, should we still send postcards? What is the purpose of postcards?

In the last, fifth question, students had to use a postcard template (using free images from Pixabay website) to come up with a drawing that they would like to be on the front of the postcard. The assignment was as follows: 

5.”Your task is to create the front of a postcard. Draw a drawing that you would like to be on the front of the postcard.”

The students had fun creating the drawings.

In the final part of evaluation, the students also used Dixit game cards to describe how they felt during the workshop and what new things they learned.

And at the end of all the activities, we agreed to continue encouraging postcard writing because they represent a memory for the people we send them to. 

Also, we can learn a lot from postcards because they show the historical, cultural and natural heritage of that place or country that we visiting.

As a memento, the students were given laminated postcards that they had created.

Learning outcomes achieved with the implementation 

By using Learning Scenario “Places in stamps”, students expanded their knowledge of proper addressing and writing text on postcards, as well as the importance of sending postcards from places and countries they visit. Students were encouraged to think critically about how a certain European cultural heritage or place could look in the future. By searching for images on the Europeana platform, students were encouraged to actively use and navigate the platform, as well as to understand the past for a better future. The students successfully applied their new knowledge to all parts of this workshop.

At all stages of the activity, and with the use of digital and artificial intelligence tools and augmented reality, students were encouraged to apply their knowledge and unleash their creativity by making postcards and stamps. Digital and communication skills were developed throughout all activities. Students also applied their knowledge of the English language that they learn at school.

This Learning Scenario encourages students to think critically and to release creativity in their work. With the application of various tools, as well as artificial intelligence tools, it was shown to the students that they can use all of this for educational and creative purposes.

Source content used in the Story of Implementation

  1. Link to Learning Scenario used for this Story of Implementation: https://teachwitheuropeana.eun.org/learning-scenarios/places-in-stamps-ls-hr-325/ 
  1. Link to postcard and stamp created in Canva digital tool: https://www.canva.com/design/DAGfXCpDN3s/gnaFub11Ns17tvqaGQMQEA/view?utm_content=DAGfXCpDN3s&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h62eacaa043
  1. Europeana resources: 
  1. Link to evaluation in Quizizz digital tool: https://quizizz.com/admin/quiz/67cea3ed58790c62906acaca?searchLocale=
  1. Survey questions in Wooclap tool:
Slika na kojoj se prikazuje tekst, snimka zaslona, broj, softver Sadržaj generiran umjetnom inteligencijom može biti netočan.
  1. Song links created in Suno AI tool: 
  1. Interactive content created in ARTutor, an augmented reality tool. The content was created in ARTutor in a pdf document called “Postcard”. (below)

Do you want to discover more stories of implementation? Click here.

PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Jönköping County Museum.

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