| Week | Topics | Study Materials | Materials |
| 1 |
Making a pre-test, introduction lecture video, presenting the syllabus, meeting through personifications.
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We will ask each student to identify with a building:
3 features related to the architecture of the building.
2 features about the environment of the building.
Tell 1 feature he/she wanted to learn about the building.
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| 2 |
Presentation of Kayseri as a palimpsest city and its cultural heritage.
Showing the previous timelines available on Timeline Travel mobile application as examples. Presentation of the new timelines prepared within the scope of the project, which can be used as the background for the periods that the students will study. Dividing the students in the class into groups according to the layers/periods of the city. Sharing the research resources with the students and starting to work.
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Downloading Timeline Travel mobile application to mobile devices and learning how to use it. Asking students to use the building photographs they took during the trips.
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| 3 |
Students present the timelines they prepared on Timeline Travel mobile application in the classroom and make social media posts about these timelines.
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What can be included in timelines: (both tangible and intangible): Historical personalities (see people to be included in digital stories), important events/decision points in the history of Kayseri, buildings and gates in the castle, buildings from earlier periods of the city that have not survived.
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| 4 |
First field trip in Kayseri with gamificiation and storytelling
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Students try to collect points from the games to be played on the field.
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| 5 |
Library research
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| 6 |
In the first week of the Digital Storytelling activity, students will create an original script that blends their impressions from the field trips and the structure/characters/events in the timelines they created. They will be supported to create a short script in the classroom. The prepared scenarios/stories will be turned into a storyboard. This storyboard will contain the scenes and texts of the movie to be shot the following week.
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Learning to use storyboard programmes such as Canva and editing programmes such as Wevideo.
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| 7 |
In the second week of the Digital Storytelling activity, we will ask the students to go to the sites of the field trips again, this time on their own. We will expect them to shoot short films in which they are the actors/cameramen and then edit them.
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Reviewing the list of people and events expected to take place in digital stories and including them in the digital stories to be prepared. People we expect to be included in digital stories:
Historians, travellers.
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| 8 |
Fall break
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| 9 |
Watching the digital stories prepared by the students in class and discussing each one. Sharing what has been learned about the layers of the city.
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| 10 |
Explaining different model options to the students. Introducing the area to be worked on the selected city center, determining the scale. Watching the "model making" video. Determination of model groups. Adding memorable data from all previous studies to the model.
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| 11 |
Field work to collect new data, complete missing data and add it to the model. Producing the necessary products for the model. Including the intangible cultural heritage items collected during the semester in the model.
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| 12 |
Checking whether the information obtained in other modules is added to the model in a complete way. Creating the final version of the model by adding layers. Presentation of the models.
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| 13 |
Explaining the City on Trial activity in the classroom and dividing the students into two groups: prosecution and defense. Students are then sent to the field and asked to collect data to support their arguments.
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| 14 |
Conducting the trial in the classroom. Listening to the parties, presenting the evidence and then the jury (instructors) announces its verdict.
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| 15 |
Watching the closing lecture video. Listening to the students' comments about the course. Expressing different perspectives on the concept of cultural heritage with the Thinking hats game. Application of the end-test.
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