Implementation of ‘Time Travel Agency’ (SOI-PT-97)
This learning scenario was implemented with a class from a vocational course through the subject of Animation in Tourism. So, although the language of the learning scenario was English, it seemed that could be interesting for those students. That is because they are Portuguese native speakers but with a strong component in the study of English, and they also study and explore the cultural area of travelling and tourism.
A project-based learning approach
The class was composed of 27 students of the 10th grade, aged from 15 to 18, and, although the course is a vocational one, they have diverse interests. The time for the implementation and the scope of the scenario needed to be oriented on a project-based learning strategy. That is needed to engage the students in considering their profile. Both the subject and the theme were appropriate for those students.
The activity had a duration of 2 periods of 50 minutes, so around 100 minutes of implementation.
During the implementation, there were presented some examples of travel brochures and also examples of platforms to publish the brochures like Sway and Emaze.
How the learning scenario was implemented
After the presentation of the theme and the resources of Europeana Collections, the students had time to explore the Europeana portal and to search for resources.
Then the groups were formed, depending on which cities/places they chose to explore. This way, the work between them was easier to develop.
They had some difficulties finding the places they would like to visit. So the teacher felt the need to help them and limited the number of places.
In the last lesson, they worked all together exploring the platform to publish the work and organize the information and create the travel brochures.
The work was shown in the class and they had the opportunity to exchange opinions.
Conclusion and Reflexion
Europeana is an interesting place to discover and explore cultural/travel projects. The students were curious about this resource but found some difficulties exploring it. However, after they started to explore content about some famous cities in Europe and connect them with some photos and monuments, new ideas started to come out and the development of the work became more fluent and creative.
However, it was far from the ambitions of the project. In future development, it could be interesting to make a connection to more teachers from the course and make it more ambitious and in the real way of a project-based learning strategy.
The learning scenario is challenging and interesting, but I feel the aims of the lesson were not completely fulfilled. The group was distracted and not much collaborative.
I believe the learning scenario could be more rewarding if the lesson would allow collaboration with other teachers from other topics. The LS should also include more time to explore the resources.
However, I believe this is an important conclusion that will allow me to implement future project-based learning strategies and to explore more learning scenarios with those students.
Did you find this story of implementation interesting? Why don’t you explore the related learning scenario?
Time Travel Agency, created by Katalin Lőrincz
Did you find this story of implementation interesting? You might also like:
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- Europe and Me implemented by Maria Antonia Brandao
- Discover! Uncover! Share! implemented by Elżbieta Pryłowska-Nowak
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CC BY-SA 3.0: the featured image used to illustrate this article has been found on Europeana Collections and has been provided by Deventer Musea.
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