Implementation of ‘Welcome in Tichongo-Travel Guide’ (SOI-HR-207)

Why implementation of this LS

Implementation of the learning scenario Welcome in Tichongo – Travel Guide (LS-FR-315), created by Clara Donadio, was made with a group of students aged 18. This group had 21 vocational students, namely hotel/tourist technicians. We held practical classes in a classroom with 14 student computers. When necessary, students used additional laptops and mobile phones.

Students have different interests, and they have already worked on tourist brochures, leaflets, presentations of tourist trips and similar activities. Therefore, as an idea, it sounded very interesting to them to create something new and explore a non-existent country.

Travel guide, the original result of the LS was written in French, which students learn as a third foreign language. In the original script students made a printed guide. For this implementation students came up with an idea that the result could be a presentation in Genially, that provides even more opportunities for creativity. We also agreed that there would not be a lot of text but pictures that would speak a thousand words.

Students exploring Europeana

When we made such a decision, students chose topics to explore on the Europeana website and other sources. Previous actions, division of tasks and instructions for searching the content on the Europeana site took two class hours. Luckily, the 4th graders attended live classes, so it was easier to discuss and agree on items.

Students choosing topics

How the LS was implemented

After the introduction, students searched the Europeana website and other sources, taking care of respecting copyrights. Although each student had their share of the task, they very quickly began to communicate in order to design a meaningful result. Thus, they created groups that connected flora and fauna with gastronomy, legends with attractions, souvenirs with events. They even continued to work at home. We shortened some tasks, expanded some others and also did some changes when needed. The students enjoyed the implementation of the LS because the topic was interesting to them and they could let their imagination run wild. Some drew, some created their own digital works, some creatively combined different themes and made up stories.

Doing research for the implementation

Difficulties arose in certain topics in finding available photographs, but with cooperation and help, students managed to overcome them. Exploring and finding contents, creating your own content, and embedding everything in Genially took a total of six school lessons. At the time, students who had completed their part of the job helped other students do research.

Students’ feedback

In a survey students rated this way of learning very positively. They liked the opportunity to be creative and to collaborate in something different from regular classes. It was interesting for them to discover the contents on the Europeana website and they think that this way of work and research could be carried out in several subjects during schooling.

Final students’ product:

Final product

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario:

Welcome in Tichongo – Travel Guide (LS-FR-315)

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Mauritshuis.

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