The objective of this course is that students develop a specific project working individually or in teams: an infographic about a natural or cultural heritage. But not only is technical training offered, but also training in culture, IP, business and soft skills, so an integral formation in the orange economy sector is offered to students. Additionally, working in teams through the project encourage collaborative learning: responsible and team autonomous work, increased respect and tolerance, personal growth, improvement of communication skills, internalization of academic knowledge, greater control of the student in the learning process, teamwork, interest, and motivation, improvement of self-esteem, development of intellectual and professional skills and efficient use of resources.

Most of the materials prepared for teachers (T2L) can be used by students (T2T). Teachers can propose students to work on these materials at home before the class. In this way, the time in the class can be used to answer queries about the work made at home or to go deeper into the topic. This methodology promotes students’ active involvement. Moreover, it offers a chance to focus class time on the higher forms of cognitive work (application, analysis, synthesis, and evaluation). As described by Bloom’s revised taxonomy, by engaging students in complex tasks with the support of the teacher and the involvement of the group of peers. The tables in each topic specify the activities that can be proposed using this methodology. More information about this methodology can be found in (Bergmann & Sams, 2012).

This course combines online educational materials (such as T2L videos ) and traditional place-based classroom methods. Face-to-face classroom practices are combined with computer-mediated activities that students are assigned to do at home (some T2T activities). This methodology allows students to work on their own with new concepts, while teachers can support individually students who need special or customized attention.

Teachers can introduce gamification in the course to increase participants’ engagement. Students can get points by doing the proposed activities (T2L and S2P). The teacher assigns points to each team (or to each student if the task is done individually) after assessing each activity and makes the ranking visible. At the end of the course, teacher assigns points to each infographic created and students assign points to the infographics created by their peers.

Scrum is a framework for developing complex products widely used in Information Technology (IT) development. This methodology has been adapted to manage work-teams in educational environments (E-Scrum). E-Scrum can be used in the Infographic course to develop an infographic series about cultural or natural heritage.  The roles in this project are:

• Product Owner (the teacher who has followed one of the O-City formative plans) he determines the learning objectives and is responsible for monitoring and grading results. He/she will also facilitate the E-Scrum process and the personal and team development process. He/she will use the learning materials provided in this course.
• The Scrum Team is composed by four or five students who are committed to develop an infographic project (infographic series about a cultural or natural heritage).
• One of the members of the Scrum Team performs the Scrum Master role. The Scrum Master is a “serving, coaching leader”. He/she helps their team to perform optimally - but he/she does not direct the team.
• The Stakeholders are people involved in O-City project who are in charge of validating the final product

Every E-Scrum project starts with the implementation of the Product Backlog. This is a list of requirements and priorities of the project. This is defined by the Product Owner (the teacher), in collaboration with the Scrum Team (the students).

The work in E-Scrum is divided into Sprints. Every Sprint has a duration of two weeks. Sprints are composed by four events:

1. Sprint Planning: a meeting where the students must choose which requirements are going to be implemented in this sprint
2. Daily Sprint: daily meetings where students share their improvements with the rest of the team
3. Sprint Review: an event where the team presents the result of the Sprint, in the form of viable minimum product (VMP)
4. Sprint Retrospective: a meeting where the team think about how they have managed the work. This is an introspective meeting, useful to improve the team work competence.

More details about how to do the product backlog and how to divide the course in sprints is given in section How to implement E-SCRUM.