As for myself...
Introduction and Learning Objectives: Hi, I am an EFL teacher in Portugal, love museums and am looking forward to learning about taking more advantage of these wonderful repositories of art and culture in general. Technology now allows us for virtual field trips, art collections or simply the visualisation of paintings or artifacts to learn, describe and, in my case, make great use of a foreign language. 
I'm determined to finish the course to share and learn as much as possible and, in the end, yes, get the certificate :)

2. Artifacts as social objects.

3. Museums that matter.

-discuss how to follow up and assess learning on a field trip
-discuss the potential of virtual field trips.

Penning the permission slip for parents may prove to be tougher than one may first think as it should clearly state what the goals are, the when and how. In fact, that may become another headache as teachers in Portugal have to ask for three different statements before deciding which one to choose. Collecting the signed permission slips as well as the money is truly a herculean task as they so often say they forget one of those or both!
As for practical activities, I would start by asking them to prepare museum etiquette principles in groups and since I’m an EFL teacher, these would be written down in English, not in our mother tongue. I would then show them a youtube video about the chosen museum which, no matter the language, would be accompanied by a quiz/crosswords…in English. According to their area, I would ask them to pick up an item a) to be recreated by them b) to be researched as to its origin/ motivations/materials used…c) to prepare a digital presentation…

Thank you :)
My idea/contribution for the Tricider was based on the last part of the text above:
To prepare museum etiquette principles in groups and since I’m an EFL teacher, these would be written down in English, not in our mother tongue. I would then show them a youtube video about the chosen museum which, no matter the language, would be accompanied by a quiz/crosswords…in English.

Thank you.
After that, as requested, I headed to the tricider to add my suggestion to the list of activities at museums which we can use as inspiration for our next museum field trip. From above:
Take pictures, interview either visitors or specialists and prepare a digital presentation with their own materials which would also become a great learning opportunity concerning digital literacies and copyright issues.

I believe this integrated approach to be a memorable and engaging activity for our teens as it promotes deeper understanding of our heritage, the need to respect and preserve what’s genuinely ours by also encouraging interaction among different generations.

Thank you, Alexandra
For the Tricider, my idea for student activities was:
Contribute to the National Ethnographic Museum by locally researching what immaterial heritage can / should be preserved. An ambitious, transversal and intergenerational activity that would start at school, then would also count on the local experts and authorities for support and deeper understanding

A nice way to use virtual museum visits actively is to have students create virtual galleries themselves after completing the virtual visit. This could also work as a nice follow-up activity to an actual museum visit. Check out the Artsteps tool for an example of a tool that allows you to create your own virtual gallery fairly easily.Why not give it a try yourself to understand how you could best use it with your students, and share your own first virtual gallery on the course for some feedback?

I am aware that many participants have already finished their tasks, but only now am I starting this third module...

The finalists for Heritage in Motion Awards 2018 are:
...
Grupoma with The Roman heritage: PO.RO.S - Museum Portugal Romano em Sicó - PORTUGAL  (https://www.poros.pt/).
Let's wait and see :)
https://www.noticiasdecoimbra.pt/museu-po-ro-s-de-condeixa-nomeado-para-premios-heritage-in-motion/