Student Name: MINH PHUONG NGUYEN

Student ID: 19187336

Rationale
The overall focus of the tasks is to help develop and exercise students’ ICT skills through the quality, effective online research of the travel destination as
well as their literacy skills in collecting the necessary information and data to fill their itinerary. Furthermore, students’ critical and creative thinking will be
utilised through the organisation process, as students most likely have to imagine themselves going on the trip and must consider the process of the entire
trip from beginning to end. However, taking into consideration of students interest can have great impact on students’ engagement and quality of work
(Rahman, 2011). The activities proposed are mainly student centre, drawing from personal interests and experiences.

The topics on “Planning a trip” and “Organising an itinerary” are arranged to be taught together and each subtopic can intertwine with one another. As an
example, when having students to research the available options for where to stay and means of transportation, students are also to consider the
advantages and disadvantages of each option and weigh them in comparison. Generally, this either gives them a single option depending on the students’
supposed constraint (budget, time, etc…) or it gives students more choices to be flexible and change; emphasising choice and interests (Flowerday and
Shell, 2015). The consideration of issues will transition into the weeks the content focuses on solving problems encounter when travelling. With various
challenges in mind, students are to think of solutions when perhaps resources are limited or conditions are inconvenient such as losing boarding tickets on
short notice, or having little upfront cash while the credit card malfunctions, thinking beyond conventional options (Yen and Halili, 2015)

Revolving a relatively long-term written task requiring students to produce a rather comprehensive itinerary at around the fifth week. The mid-weeks of
coherence teaching allows for a big encompassing topic to be broken down into smaller task and digested each lesson separately (Smeby and Heggen,
2014). At the end, having combined the efforts, students won’t feel the weight of having to work towards a large objective, rather collecting the fruition of
each week’s work.

Although the unit of work primarily focus on digital inputs and resources, certain activities does have room for students to practice their physical writing.
This is because sometimes getting students to prefer writing over typing can be incredibly difficult (Waddel, 2014). According to Siahann (2018), getting
students to write can be extremely helpful in improving their overall learning and understanding. Generally, by having an idea out on paper, students can
generate and “spur” inspiration and chain the ideas with one another. An additional benefits to this would be the students would have a physical copy of
the written work which is always helpful when referring back to the starting point. The activities could be split into smaller individual written task to get
students to write down their ideas or places they want to go. Drafting also serve as a great starting point for struggling students or students without an
idea.

Unit of work
UNIT OUTLINE
Subject: COMMERCE Course: OPTIONS Number of Weeks: 6
Unit title: TRAVEL Class per week: 3
Minutes: 50 minutes
Key Concepts/ Big Ideas The importance of this learning
Students learn to: Students develop knowledge and understanding of:
● Identify travel destinations and the factors ● consumer, financial, business, legal and employment matters (in relations to travel
influencing choice of destination destination)
● Account for various consideration when Students develop skills in:
planning a trip ● decision-making and problem-solving in relation to consumer, financial, business, legal
o Transportation means issues encounter when travelling
o Budgets and constraints ● effective research and communication
● Consider problems that could occur during ● working independently and collaboratively.
the trip Students value and appreciate:
● Investigate issues related to travel and ● ethical and socially responsible behaviour in relation to personal decision-making, business
tourism practices, legal issues
● fundamental rights, rules and laws that promote fairness, justice and equity in our society
through research
Develop the knowledge, understanding, and skills to research and develop solutions to a range
of solution in different locations.
Unit context within Scope and Sequence Syllabus Outcomes
Students learn how to plan for travel and how to 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial,
solve problems encountered when travelling. business, legal and employment contexts
 5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitors and modifies the implementation of plans designed to solve commercial and legal
problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
5.8 explains commercial and legal information using a variety of forms
5.9 works independently and collaboratively to meet individual and collective goals within
specified timelines
Literacy Focus Numeracy Focus ICT Focus Differentiation
● Read and ● Interpreting data, ● Basic computer ● Ability to effectively work independently and
comprehend statistics and skills such as collaboratively in multitude of activities
multimodal texts numbers in navigating web page ● Have students (overseas, different ethnic/background)
such as interview relations to using mouse and share their experiences with commerce in their
transcripts, reviews, context, task keyboard inputs environment context
reports, stories, ● Apply numeracy ● Exercise and apply ● Allow free movements within classroom if necessary
news articles knowledge to research skills using ● Students can contribute by directly writing on the
● Engage in classroom financial decisions the internet board or input their responses to Google Slides/Forms
participation, and inform ● Extract precise and via their devices (depending on activity and prior set-
debates, discussions financial relevant up)
● Learn and implications information from ● Allow students speak freely when coming up with
understand ● Managing financial reliable sources ideas, creating open space discussion while giving hints
commerce budget and time ● Acknowledges to lesser engaged students, idea-stumped students, or
terminologies constraint extent of internet difficulties with language barrier
(emphasising usage throughout travel usage and ● Group EALD learners with native or language fluent
of terminologies planning information access students to close the language gap and also so the
within sentence) ● Quick reflexes with ● Familiarisation with students could have someone represent their ideas for
● Productive and basic arithmetic the online storage them
meaningful inquiries operations (eg. system, accessing ● Group higher-capable students to be leaders of groups
to help expand topic Simple additions, and recording work with less engaged or lower achieving students to
 and understanding subtractions, using Google Docs, initiate and facilitate group discussions; also help high
● Demonstrate multiplications) Google Slides, achieving students be more proactive in leadership
coherent ● Demonstrate Google Forms for roles
communications sufficient various classroom ● Students with additional learning support have
when speaking understanding of activities/ differentiated task that utilise their strength such as
● Demonstrate rates between participation being more proactive to contribute to classroom
creative and different ● Learn to properly activities (students that prefer ICT usage will more
imaginative thinking currencies edit/input likely use them as opposed to writing on the board,
for hypothetical ● Basic commerce documents, same goes with shyer students would prefer their
situations mathematical worksheets, ideas more discretely inputted through shared
● Demonstrate higher- terms such as templates forums/panel)
order/critical annual, monthly, ● Navigating webpage ● Use of whole class activities to facilitate engagement
thinking when averages (in links, access and participation
analysing travel commercial external webpage ● Providing clear instructions for each activity, organise
scenarios/issues context) from within the common theme in sequential order to make it
● Calculating and resource (Eg. easier for students to categorise (group/student 1 does
managing time of Navigating Kahoot, this, this group does that, etc…)
both hypothetical the Smartsheet ● Using multiple different types of stimulation from
scenarios and real- webpage, Weebly, identifying video content, to oral presentation of
time etc…) Australia-Japan relations, to independent student
● Exercise webpage discussions and presentation.
building using ● Have high achieving students go at activities arbitrarily,
Weebly allow for flexibility and creativeness within their work
to be explored (minimal guidance or restrictions)
● Adapting task to each student based on learning
needs: making task simpler to digest by limiting basic
components to one clear objective such as finding
different transportation’s names (eg. Checklist)
● Direct oral explicit instructions detail necessary steps

Week/ Syllabus Content
Sequence
Week 1 Travel destinations
● identifying a travel
destination
● factors influencing the
choice of destination
for student to navigate the website links, procedures
● Incorporating literacy and numeracy capabilities in
research related activities
Teaching and Learning Strategies including assessment for Resources
learning.
• use a range of information sources, including the internet, to Note: teachers should insert
identify appropriate travel destinations their own specific resources as
*Classes can be brought to computer rooms/labs or require appropriate to the teaching
students to bring in their own devices for research and learning strategy
➢ Have students explore the various travel destinations
based on aesthetics: initiate whole class discussion; ● Map of the globe
identify and list (physical hanging atlas,
➢ Determine the factors influencing travel choices: spinning globe or map
inquire: what makes a place “special”, “attractive”, via Google Images)
reasons to go there ● Explore tourism
➢ Apply students’ prior knowledge and experiences webpages:
abroad, on travel to provide support and realistic https://www.thetravel
evidence magazine.net/ and
➢ Incorporate both students’ storytelling with visual https://www.australia
evidence found online ntraveller.com/
➢ Activity: have each student tell at least one travel story ● Food & Travel
or story they know of and have the listener retell that to Magazine relaunch
the rest of the class (split into pairs)  develop 2018 by Food and
interpersonal skills and have students’ pair-up with Travel Inc.
 people not within their social cliques ● TNT magazine
➢ Compare and contrast with relations to video (critical, ● Mind-mapping tool:
higher order thinking): how are some things different MindMeister in Google
from Australia, which aspect highlights this the most Docs (Appendix);
within video Mind-map printout
• consider the factors influencing the choice of destinations worksheet
− personal, financial, political ● Surveys, Questions
➢ Defining the factors, terms and meanings. Explain the and Answers
most basic component, in the simplest form what platform/tools (Google
would personal factors look like etc… Forms, appendix)
➢ Literacy and ICT Focus - Class activity: split into groups ● Video clips:
to research and discuss the personal, financial, political https://www.youtube.com/wa
factors influencing a given destination tch?v=WLIv7HnZ_fE&ab_chan
➢ Teacher scaffold instruction based on each groups’ nel=visitjapan
preference for differing locations
➢ Assist students to better differentiate and understand
financial or political factors in practice through
researching: giving search hint terms such as political
environment, economy, tourist industry, popular sites
to visit, etc…
➢ Critical thinking: elaborate the search results  how
could the factors attract or deter travellers?
Week 2 Organising an itinerary • investigate the options available for an itinerary − where to ● Resources link:
➢ main travel decisions stay, getting around, length of stay, what to see, ecotourism, https://www.smartsh
things to do eet.com/free-
*Create an itinerary activity (running across lessons)
itinerary-templates
➢ Expectation: to have created comprehensive itinerary
● Scam site videos:
that students could use in future trips
https://www.youtube.
➢ Defining an itinerary with visual examples, differentiate
com/watch?v=KAbp_aj

Week 3 Organisation an itinerary
➢ budget and time constraints
with diary or other similar confusing terms sCco
➢ Navigate resource page and determine most suitable ● Fake emails (phishing):
template (or design your own based on template https://www.youtube.
headings) com/watch?v=Bnmne
➢ Focus of lessons: emphasise importance of reliable AjVrM4
information ● Security tips:
➢ Scaffolded teaching on danger of illegitimate webpages, https://www.youtube.
scamming dangers, importance of smart and safe net com/watch?v=-
navigation ni_PWxrsNo
➢ Activity: Following a checklist, have students find stay ● Each student to create
destination, transport options, length of stay, tourist an individual google
attractions, fun opportunities in relations to chosen docs, and save
destination external files to google
➢ Introduce storing options: google docs, google drive and drive or dropbox
resources such as dropbox, allowing students to have (depending on the
records of continuous work to be used and reference in students’ prior
multiple coming lessons registration)
➢ Important for students to not use personal information
including phones and social media within any activities
➢ (the first lesson of the week can serve as a PSA
announcement to remind students of the precautions,
the following 2 lessons will be focused around keeping
students on task for creating the basis of the itinerary,
will be left to continue in the following week with more
criteria)
• use criteria to make appropriate decisions, produce an ● Prior set-up Kahoot,
itinerary and calculate budget within financial and time requiring PIN
constraints ● Google forms
● Google slides
*Following a one-two format for classes each week, with the
first class focusing on in-class activity, the other 2 can be done
within computer rooms to continue the itinerary task
➢ Literacy focus: What does budget refer to? Can it be
changed if the word before budget is introduced? Eg.
Time budget, money budget, food budget  highlight
how the meaning of the word expands or narrows down
to specific criteria
➢ Word Game activity: (can be set-up via Kahoot or
Google Forms), which supporting word can go with
budget and how would its meaning changes
➢ Time constraints: what could be some factors
constricting time? Transition: Would planning ahead
using an itinerary make a difference?
➢ Mathematical calculation: quick example scenarios of
timetable of train station or regional buses with various
factors costing a certain amount of time, students are
to calculate and interpret the amount of viable time
available for travel
➢ Relating back to students’ itinerary: have students
consider a scenario in which they are planning to go to
their destination, calculate an estimate time it takes to
prepare from the start of their house to the landing of
their destination
o ICT and numeracy: students are to roughly
calculate travel time using the directions on
Google Maps as rough estimates
o consider external factors such as traffic,
superpricing of taxis causing delays, airplane
delays, etc…
 o Consider inputting and organising time in
accordance with itinerary
➢ Teachers give close monitoring and scaffolded
assistance for when students are calculating numerical
factors into their itinerary
➢ Focuses on rough estimate but must also be realistic
➢ Teacher may give hypothetical budget (similar to fake
online investment of companies)
Week 3-4 Planning a trip • assess the advantages and disadvantages of various means of ● Web building link:
• means of travel travel https://www.weebly.c
• options for organising travel − air/sea/rail/road om/au
− do it yourself − group/private ● example travel agency
− agents ➢ Revisiting the calculation of travel time, students are website:
− assistance already considering the methods of transportation https://www.flightcen
➢ Have students elaborate on their selection of vehicle: tre.com.au/
name at least one advantages and disadvantages ● Printout pros and cons
(including time calculated) to further support their worksheet
answer
➢ Critical thinking: how has the disadvantages not
dissuade students from picking the transport. Eg. if the
vehicle still has so much cons, why did you still consider
its advantages to outweigh the flaws?
• using word processing and computer-based graphics, plan and
produce a travel brochure
➢ Weebly is a great webpage building site that can be
tailored to create travel brochure (some templates are
already in the travel brochure and would only require
students to edit and adjust to make it original)
➢ Scaffolded instruction: register an account to Weebly
using student email or social media (accounts will not
be public unless paid or using paid template).
○ search through the various template to find one
 akin to a travel or promotional brochure
○ choose one and the page will open up to an
editor
○ most importantly, students are to enter a
makeshift web page address link (something to
remember or students to note down for future
access)
○ following the sidebar, students have a variety of
tools to use for editing
○ ensure all pages are re-edited and not kept to
original example
• evaluate the different options available when planning a trip
➢ Travel agencies tend to have promotional advertising
web pages: can be used for students as an idea
➢ students are to submit via worksheet at least 1-2
advantages and disadvantages of each option: planning
via agencies, yourself, or joint with another party
➢ Additionally, students must research an agency (name
and brand) in the worksheet as reference for the pros
and cons
Week 4 Planning a trip • investigate the processes involved in organising a trip ● Government page:
• considerations when planning a ➢ Ask students: what are some examples of formal legal https://www.australia.
trip processes that happen when you travel? Eg. when gov.au/information-
− official requirements/documents entering an airport what are some customs, how is it and-
− language different with regional buses, are there other forms of services/immigration-
− health and wellbeing regulations and-visas/studying-in-
− culture ➢ What are some procedures that are required prior to australia
− political stability even travelling? Eg. studying abroad in Canada or ● Google Docs
− insurance London, U.S., or even Australia
➢ Transition: what is an utmost important document you
must have as the sole identification when abroad?
(passport)
• research and report on the requirements for a chosen
 destination
− passport, visa, medical requirements, travel warnings
➢ Scenario activity: advising student that is about to go
study abroad in Australia, the conditions are as follows,
students research online
○ health and medical check requirements
processed
○ visa application
○ weather advice
○ on-travel warnings
○ students are to split into groups and each
search on category, with visa and medical
requirements students are directed towards the
“Studying in Australia” government page
• investigate processes involved in applying for a passport/visa
➢ Students first discusses findings on various results
➢ focusing on visa application will encompass all other
processes
➢ Students are required to keep a log book of all notes on
google docs, share with the teacher, and re-access with
each lesson
Week 5-6 Solving travel problems • research and report on a range of problems that may be faced ➢ News article:
➢ problems/issues travellers by travellers https://www.news.co
may face − exchange rate fluctuations, converting money, credit facilities m.au/entertainment/c
− travel documentation − lost/stolen cash/cards/passport/tickets elebrity-
− financial − identify potential areas of legal concern in different countries life/celebrities-gone-
− legal − culturally sensitive behaviour bad/logan-paul-
− cultural ➢ Introduction with culturally insensitive behaviour video breaks-his-silence-on-
➢ strategies to resolve travel from influencer (beginning of 2018) the-aftermath-of-his-
➢ what did students think of foreign tourist acting the way notorious-suicide-
problems
they did as discussed in news article and video video/news-
➢ draw on students’ knowledge of cultural understanding story/ff26ce15b78902
(given 5-8 minutes research on Japan), what went 706921492596cce210
 wrong and what could have been avoided ➢ Long war in US dating
➢ Discussion in groups: split into groups and discuss from 1999 and is
definition and examples of exchange rates, fluctuations, ongoing:
money conversion, credit facilities https://www.cfr.org/ti
➢ Discussion scenario: worst case to lose large sum of meline/us-war-
cash, credit card, boarding tickets or even passport afghanistan
○ Group activity: each group propose solution to
each scenario then share with group
➢ Ongoing war article: its effect and potential on legal
concern of countries and traveller’s outlook
➢ How would the effects of such issues affect surrounding
countries of visit?
➢ Using research, students are to come up with 3
examples which deter or heavily affects travellers
• identify strategies to deal with common problems associated
with travel where to go for assistance; role of embassies and
airlines in assisting travellers
➢ what is the role of embassies?
➢ how can as consumers seek help from airlines? What
are some limitations of airlines support? Are there
differences with native or foreign travellers?
➢ Scenario discussion: if you were to have just landed in
Australia, back from a trip, but have lost your baggage
as well as your wallet with money, only have passport
and a phone. What are some steps you should take in
such scenario?
➢ Precautions to students as many issues are more
common than students may realise
➢ Emphasise on being especially careful to important
documents such as passports, with carriage can always
be reclaim and found. Passports are although small, are
very much powerful and the representation of your
identity abroad, losing track of which is detrimental and
 remaking is also a hassle
Week 6 Current Issues - identify and research current issues affecting travel ● Sites to review:
➢ aspects of current issues and tourism https://www.wttc.org/
relating to travel and - Firstly consider: is tourism and travel itself an -
tourism issue? How? /media/files/reports/e
- Environmental issues conomic-impact-
- Political issues research/documents-
- Financial issues 2018/global-
- Infrastructure issues economic-impact-and-
- Safety issues (scam, kidnapping, etc…) issues-2018-eng.pdf
- Legal issues such as human trafficking, drugs and
- Trend in popular tourist destination? Notice https://www.wttc.org/
change? No change? -
- Compared with last year /media/files/reports/e
conomic-impact-
research/2017-
documents/global-
economic-impact-and-
issues-2017.pdf

Assessment Details Outcomes

Informal assessments:
● Whole class observation, the verbal language,
peer interaction
● Quality of work and effort put into classroom
activities, through students’ artefacts, general
participation
● Formal and rehearsed discussion, debates,
arguments towards assigned party
● Cloze exercises
● Understanding of travel, political issues and
In addition to the syllabus outcomes,
● Students are to realise commerce is very much related to everything they do, as it is the
various services surrounding their daily lives
● The travel topic focuses a lot more on researching utilising ICT skills and discussions,
recognising their prior experience as substantial to class content
● Gives students more perspectives into the behind-the-scenes of travel decisions
● Inform students of the choices and checklist students would need to know for their actual
travel plans
● Develop flexibility in obtaining information
● Flexibility with Google apps, the conveniences and inconveniences of online storage
 expressing viewpoint
Formal assessments:
● Benched marking criteria for created
comprehensive itinerary, website, promotional
outlets
● Understanding of commerce terminologies and
correct usage
● Ability to work collaboratively in managing
each individual’s work and contribution
● Critical and higher-order thinking contribution
● Attendance
● Ability to navigate various web pages, cloud
storages, managing scattered work throughout
different class
● Collected separate work as references of
research and evidence of travel choice
Evaluation of the Learning and Teaching
● observations of students that contributed to
the class through identification of key factors
affecting commercial and legal decisions
● Ability to independently present own ideas as
well as cooperativeness to work with peers in
group-based task within time limit.
● differentiated task that utilise students’
strength such as being more proactive to
contribute to classroom activities
● students’ understanding of directed
instructions, ability to follow said instructions
system and how to make the most benefit for their task
● Guide students to make informed decision, know where to get reliable sources, be more
active participants of a positive community
● Bridging expectation and reality, students are not disillusioned with the reality of the
state in which commercialised portrayal of things
● Differentiate the realistic and good aspects of portrayal with malicious, illegitimate scams
Indicators of Learning
● Students realise the importance of various factors, its influential extent on travel
decisions
● Students are able to express their ideas, link and share personal experiences with
research and class content, bridging expectations (from sources) with reality
(experiences, stories)
● Students are engaged and motivated to work towards directed objective
● Students can incorporate their knowledge, preferences and interests into lesson,
assignment task, work
● Filtering unnecessary information and input required information relevant to task/logical
understanding
● Access ICT resources without hindrance
 and proceed towards tasks ● Understand the limits of certain website and the information provided to quickly move on
● The level of engagement, lesson to different sources
connectedness via different means of ● Organised work in orderly and presentable fashion
stimulation ● Show understanding of terminologies, content, throughout entirety of lessons and show
● Self-reflections over instructions, given tasks, understanding through informed research and data collection/analysis
differentiation methods
● Record and keep track of individual students’
work, the quality resources and students’
artefacts
● Anticipate and reciprocate struggling students,
regarding terminologies, class pacing, the time
allocated for work
● Positive reinforcement through feedback and
praising students’ arbitrary choices (with
supporting evidences)  giving exemplary
student models
● Promote inclusivity, positive mental attitude,
inversely, discourage negative outbursts,
disrespectful behaviours
● Informal inquiry for continuous feedback of
both teaching and class activity
● Ensure all information provided to and from
students are most recent with contemporary
changes  emphasise important of relevant
sources
● Platform for students’ creative expression
Resources and digital artefact
The following resources/digital artefact will be used during the teaching of this unit of work as it will support students’ understanding of the various aspects
of travel. Since there are a lot of online references, the majority of the ICT resource tools revolves around navigating through provided links and following
the teachers’ instructions concerning web page related task. As such, the activities are inherently exercising students’ development of their ICT skills such as
controlling the web page, searches, finding detailings via browser, creating a web page based on prior template. The artefact will be used when students
are learning about creating a web page or travel brochure, applying both their creative skills and ICT skills in controlling the outcome of their own web page.
The Weebly page has been selected to even support EALD learners, learning disability/support students as most functions are in the simplest form; and with
minor teacher assistance can be rinse and repeated, allowing all students to create unique collages in their preferences.

Accessing google-slides via their student emails to view on their personal devices of the lesson’s slides and content whenever and wherever. This is
especially useful when students are required to refer to marking criteria or assessment tasks included in the slides. Google slides provide ease of access for
when teachers want their students to go to a certain website via hyperlink. Without having to precisely type in the link’s address, students are able to go to
the site much quicker and minimises wasted time on misspelling, mistyping, or misinterpreting the link. Google slide can also serve as a platform for
students to gain easier access to the Kahoot webpage, as set-up by teachers. Usually by clicking on the Kahoot link, students are only then required to input
the PIN the teachers created, thus starting the Kahoot activity. Within Kahoot, there are multiple ways teachers could differentiate the listen. As an
example, the resource will focus on a pre-existing quiz created for a lesson plan surmising an end of the third lesson for past content.

Certain assessments require ongoing contribution since one to two classes may not be enough to cover the written tasks such as creating a comprehensive
itinerary. As such, having students familiarise with using the google docs to share the files on a cloud storage platform will ensure their work is securely
stored and allow teachers to have record of the work. Teachers can have additional instructions for students to transfer their work from a Microsoft Word
Document to a Google Doc using the import/export function within Google Docs (image …).

A scaffolded activity that will exercise students’ knowledge and develop their ICT skills would be to have students create their own website or promotional
brochures. The activity could align with an assessment task such as creating a promotional site for a tourist attraction. Although there are many website
building platforms, the following digital artefact will focus on primarily Weebly.

Firstly, students must create a Weebly account via Google mail (using their personal email or student email, whichever is easier to access) or their Facebook
account. Generally, it is important for students to pick a reference account that is easiest to access for them due to Weebly occasionally having difficulties
linking established social media account with a Weebly account. In addition, the linked Facebook account for example would be exclusive to only the
students, even when sharing the created website thus protecting their confidentiality. When first logging in, Weebly will initiate an instant tutorial inviting
to create a free website using prior established templates, with each template categorised and updated daily. Students are to choose suitable template in
accordance with teaching activity (in this case, promotional brochure) to have set up a blank Universal Resource Locator (URL) on the internet. Students
then are required to enter a sub-domain. Since free domains are more convoluted, students are suggested to enter some phrase related to their travel
location for Weebly to generate a free URL link. Once confirmed, students are taken to the editing page. Most of which are self-explanatory. On the left
side, are tools in which students can drag onto desired place on the page. For instance, dragging a title box onto the page will create a box window for
students to edit the content of said box. The title box can then be named “XYZ Brochure”. A lot of the tools are for students to experiment to their liking.
Most prominent for students would be to customise their page with images found online and collated into their “collage” brochure.
References
Flowerday, T., & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual
Differences, 40, 134-140.

Rahman, M. (2011). Classroom management: knowing students' interest to involve them.

Siahaan, R. (2018). THE EFFECT OF MAPPING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT. Tapanuli Journals, 1(1), 87-91.

Smeby, J. C., & Heggen, K. (2014). Coherence and the development of professional knowledge and skills. Journal of Education and Work, 27(1), 71-91.

Waddell, A. (2014). Writing about Writing: The Challenge of Helping Students" Get It Down on Paper". American Educator, 38(2), 33-37.

Yen, T. S., & Halili, S. H. (2015). Effective teaching of higher order thinking (HOT) in education. The Online Journal of Distance Education and e-Learning,
3(2), 41-47.
Appendix
Weebly digital artefact:
Kahoot example (used in previous assignment):
Pros/cons worksheet: