• Collaborative tools to connect School and Landscape
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    Edulands learning experience

    Rediseño el pueblo

    IES Poeta Julián Andúgar Santomera
    Gelen Hernández Cerezo
    IES Poeta Julián Andúgar, Av. Poeta Julián Andúgar, 14, 30140 Santomera, Murcia

    The primary objectives are to help students understand their urban environment and see it as their own. The project focuses on visualizing common elements in their vicinity, reflecting on potential improvements, viewing the town as an interactive space for intervention, and generating proposals for neighborhood enhancement.

    The methodology consists of image editing using the free software GIMP. The project begins with individual work and progresses to group collaboration. Ideas for improvements are shared in class and distributed across different neighborhoods. Students create projects showcasing their proposed improvements and present them using audiovisual presentations. The project concludes with reflection.

    The project emphasizes both the development of technical skills and critical thinking about public and private spaces. Conclusions are drawn from the entire activity, taking into account the use of tools and the effectiveness of the presentations.

    Learning objetives and goals

    • To understand their urban environment as their own.
    • Visualize the common elements from the door of my house to the organization of services of the town.
    • Reflect on possible improvements in my environment.
    • Understand the town as a space where we interact and in which we can intervene.
    • Proposals for improvement for the people
    Topics related to landscape and transition


    Learning experience data sheet

    Audiovisual communication
    3rd Compulsory Secondary Education
    Age range of students
    14-15 years old
    Number of students
    20 students, one part individual, another in groups of 3 or 4 students
    Number of groups/classes
    Number of sessions needed to develop in the experience
    10 sessions
    Total time invested in the experience
    2 months


    Study area

    The study area for this educational activity is the urban environment in which the students live, particularly focusing on their own neighborhoods and streets. The students are encouraged to understand and analyze their immediate surroundings, from the area outside their homes to the organization of services within their town. This localized approach allows them to connect with their urban environment on a personal level and identify areas that could benefit from improvements. The study area is not limited to a specific city or town but encompasses the students’ own neighborhoods and the common elements and spaces within them.

    Pedagogical methodology
    • Image editing with the free software GIMP, we will always work in the computer room, each student has his machine.
    • A first phase of individual work, and a second in a group.
    • Sharing in the classroom of ideas that we can apply for these improvements, distribution of these interventions in the different neighborhoods.
    • Carry out a project to show the improvements of the neighborhood that we have considered appropriate.
    • Presentation in the classroom of these projects, using an audiovisual presentation to support their exhibition.
    • Conclusion and reflection.
    Type of collaborative experience

    The type of collaborative experience in this educational activity is primarily project-based collaboration. Students work together in groups and as individuals to study and improve their urban environment. Here’s how the collaboration is structured:

    • Individual Work: In the initial phases of the project, students work individually. They take photos of their streets, learn image editing techniques, and make initial observations.
    • Group Work: Later, students collaborate in small groups, typically consisting of 3 or 4 students. They brainstorm ideas for improvements and interventions in their neighborhoods and share these ideas within their groups.
    • Classroom Collaboration: The whole class comes together to share and coordinate ideas for neighborhood improvements. This collaborative discussion helps students see the bigger picture and consider interventions at the town level.
    • Presentation Teams: Students work collaboratively to create presentation projects, such as edited streets, posters, and maps of interventions. This involves teamwork to compile and present their proposed improvements to the class.

    Throughout the activity, students engage in collaborative learning by sharing their ideas, coordinating their efforts, and collectively working toward the goal of understanding and enhancing their urban environment. This type of project-based collaboration fosters teamwork, creativity, and problem-solving skills among the students.

    Type of collaborative action
    Space where the experience is carried out

    The learning experience described is primarily carried out within a school or educational institution, specifically within the context of 3rd Compulsory Secondary Education. Here are the key locations where the learning experience takes place:

    • Classroom: Most of the learning activities, including discussions, presentations, and collaborative work, are likely to occur in a dedicated classroom or computer room within the school.
    • Computer Room: Image editing and related computer-based activities are conducted in a computer room where each student has access to their own machine and the necessary software, like GIMP.
    • Neighborhoods and Streets: While not explicitly mentioned, students are expected to engage with their immediate urban environment, which includes their neighborhoods and streets. They take photos of their streets and consider improvements within these areas as part of the project.
    • Presentation Space: The final presentations of the neighborhood improvement projects are likely carried out in a presentation space within the school, such as an auditorium or a classroom where audiovisual equipment is available.

    Overall, the learning experience blends classroom-based activities with practical, real-world engagement in the students’ urban environment, emphasizing hands-on learning and application of knowledge.

    Where the learning experience has been developed
    Educational materials and/or resources needed

    Mobile and computers.


    Initial or pre-assessment

    The intervention in their street, to check if they feel that their street is part of their space, that it does not start behind the door of their house.

    Formative evaluation

    We work on image editing, the elaboration of a project and its presentation in the classroom. On the other hand we have the reflection on the public and private space.

    Final evaluation

    Final evaluation:

      • The development, participation and presentation of conclusions of the entire activity is valued.
        • The development of each session is controlled in a schedule.
        • Attendance and completion of the activity scheduled for each day are controlled.
        • Teamwork is valued.
        • The presentation of results is valued taking into account the tools used and the exposure to the rest of the group.

    Supplementary materials

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    EDULANDS is a 2-year strategic partnership, supported by the European Union. 2021-2023.