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Online: A Wordpress blog site or similar with comments sections and possibly forums included with the following sections: About, Introductions, Background Research, Rules of Conduct, Topics, Technology, Plans (itineraries), Exploration, Presentations, Reflections
Hardware: Students' own devices (BYOD), college provided tablets, photo and video cameras
Suggested software: note taking apps (e.g. OneNote), social media (Facebook, Instagram, Twitter etc.), travel journal / travel blogging apps (e.g. Esplorio, Journie, etc.), ...
Classroom: interactive whiteboard presentations

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Online: A Wordpress blog site or similar with comments sections and possibly forums included with the following sections: About, Introductions, Background Research, Rules of Conduct, Topics, Technology, Plans (itineraries), Exploration, Presentations
Hardware: Students' own devices (BYOD), college provided tablets, photo and video cameras
Suggested software: note taking apps (e.g. OneNote), social media (Facebook, Instagram, Twitter etc.), travel journal / travel blogging apps (e.g. Esplorio, Journie, etc.), ...

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Classroom: interactive whiteboard presentations
Online: A Wordpress blog site or similar with comments sections and possibly forums included with the following sections: About, Introductions, Background Research, Rules of Conduct, Topics, Technology, Plans (itineraries)
Hardware: Students' own devices (BYOD), college desktop computers, college provided tablets, photo and video cameras
Suggested software: Word processing software, social media (Facebook, Instagram, Twitter etc.), travel journal / travel blogging apps (e.g. Esplorio, Journie, etc.), OneNote,

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Tutors provide developmental feedback to each team on the effectiveness of their presentations.

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Tutors post encouraging comments and suggestions if deemed necessary and respond to student queries

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Tutors provide constructive feedback and advice on learners' exploration plans, e.g. suggestions and missing elements, time management etc.

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Tutors provide constructive feedback and advice on suitability and relevance of learners' research sources

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Students write a blog post, record a video or podcast, etc., reflecting on their experience. They reflect on one or more of the following:

what they enjoyed (or didn't enjoy) about the project and the visit

what they learnt

their evaluation of different technologies' suitability for learning

other skills they may have developed

thoughts on teamwork and collaboration

advice for future participants

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Learners play a Kahoot! or Quizizz game prepared by tutors based on the information contained in the learners' presentations.

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Students read / watch / listen to each other's presentations and give feedback to other teams.

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When they are ready, students share their presentation on the shared blog. They can choose to share more widely using their preferred social media services.

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Students complete their presentations using their chosen technology and mode of expression. They can choose to share with their tutors to get some initial developmental feedback.

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Students meet before departure and share their impressions of the visit.

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Students continue their explorations according to their plans. They continue to share their impressions and experiences using social media to connect with students in other teams.

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Students review their progress and make amendments to their plans as required.

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Students continue their explorations according to their plans. They continue to share their impressions and experiences using social media to connect with students in other teams.

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Students continue their explorations according to their plans. They continue to share their impressions and experiences using social media to connect with students in other teams.

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Students review their initial plan and plan the rest of their site exploration. This could include making sure they record all the information and media required for their presentation.

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Day 1 Morning - Initial exploration of site

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Day 1 Morning - Initial exploration of site

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Students explore the site, identify the main places and features of interest relevant to their chosen topic. They share their initial impressions using social media.

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A fun whole group team-building activity to make connections and build a collaborative atmosphere.

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Students and tutors negotiate a contract on acceptable rules of conduct, both in class and online, to ensure a respectful atmosphere. This could include students practising giving constructive feedback online.

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Students plan their visit in groups and share the outline of their plan on the blog's Planning page. They give each other constructive feedback.

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Students work in groups and choose their preferred technologies for sharing their exploration and completing their presentations. They can choose from a list suggested by their tutors or suggest their own.

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Students think about the aspects of Skara Brae they would like to explore in more detail. They can choose from a list of pre-prepared topics or suggest their own. They also express their preferences regarding individual vs team work. Should some learners be given the option of completing the exploration project individually if they can articulate reasons for it, e.g. ? ?

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Students share their initial research (or optionally extra links) using one technology (app or service) that they don't use regularly on the blog's Technology page.
They also introduce other learners to technologies they're familiar with and give each other tech support and guidance.

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A face-to-face session intended to provide a basic introduction to the Neolithic period. This is backed up by a Background knowledge section on the project blog with some introductory links to resources.

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Online task on project blog: Students complete initial searches about Skara Brae and share links with a short summary on the blog's Preliminary research section.

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Getting to know you activities in class.
Students write short posts, post photos with captions or record short introductions and post them on the Blog's Introductions page. they comment and respond to each other's comments noting similar interests and things in common.

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Face-to face activities
Online activities