Virtual Fieldtrips vs. Actual Fieldtrips

What are the advantages/disadvantages of conducting virtual field trips vs. actual field trips?

Classrooms are changing as a result of “Innovative technologies and delivery strategies”, providing teachers with an array of tools to enhance or reinforce curriculum. As a result, teachers are “providing accessible learning opportunities through communications” that address the educational goals of the 21st Century learners (Teleconferencing A Training Kit, 2004). Through such activities as virtual tours, video tours and virtual field trips, the teacher can transport the classroom to locations around the world and elsewhere. These activities are not necessarily limited to geographical locations. For example, they can include a field trip through the human body. Virtual field trips are an excellent means of providing learning experiences and have many advantages over actual tours and field trips.

Terminology

Virtual Tour
“is a simulation of an existing location, usually composed of a sequence of
video images. They also may use other multimedia elements such as sound effects, music, narration, and text. The phrase ‘virtual tour’ is often used to describe a variety of video and photographic-based media” (Wikipedia – Virtual Tour, OCT 2010).

Many institutions use virtual tours to allow the viewer to simulate a walk through of a particular place. For instance, real estate property can be photographed and placed within a user interface, allowing potential buyers to view aspects of the listed property (room by room tour, outside features, neighborhood amenities).

Video Tour
“is a full motion video of a location. Unlike the virtual tour’s static
wrap-around feel, a video tour is as if you were walking through a location” (Wikipedia – Virtual Tour, OCT 2010).

National Geographic has many video tours online that are organized by topic. For instance, the Travel section has video tours of many countries, cities and parks around the world. Under the Animal section, a video of grizzly bears in Yellowstone or alligators in the Everglades can be found. Another example is a video tour under the Environment tab related to the BP oil spill in the gulf.

Virtual Field Trip
“is a guided exploration through the Web that organizes a collection
of pre-screened, thematically based web pages into a structured online learning experience (Foley, 2003).“
“It is an inter-related collection of images, supporting text and/or other media, delivered electronically via the World Wide Web, in a format that can be professionally presented to relate the essence of a visit to a time or place. The virtual experience becomes a unique part of the participants’ life experience (Nix, 1999).”
(Wikipedia – Virtual Tour, OCT 2010).

Internet search for virtual tours and field trips will yield multiple sites. For instance, using WikiFieldTrip.com a teacher can organize a tour by searching and saving locations of interests. Area maps are targeted with red interest points that provide links to Wikipedia articles, websites and information regarding the points of interest. Google Earth is a popular application, down-loadable from the Internet, with capabilities to organize a virtual field trip of the Earth, Moon and Mars. Through its layers panel, filters can be set to show specific criteria of viewing and as with WikiFieldTrip.com, the map populates with clickable icons that present pop-up windows filled with internet-linked information.

Real-time Virtual Field Trip
“involve the use of videoconferencing and audio
conferencing technologies to permit students in one location to virtually visit and learn about people or places in another location. In the case of interactive video conferencing, “students interact, in a live even, with a remotely located field trip host” (Cole, Ray, Zanetis 2004). In using a video tour, the videographer makes choices regarding the content and subject matter. Control is removed from the viewers and what is seen is the same for all those viewing the tour.”
(Wikipedia – Virtual Field Trip, OCT 2010).

An example using this technology can be found on the website of The Murphy Farm. In coordination with the Saginaw Intermediate School District, the Murphy Farm schedules interactive web field trips where students can visit the farm animals from the comfort of their classroom on a real-time virtual field trip. The students “interact live and discuss characteristics of farm animals, their habitat and usefulness” (Murphy Farm, 2006).

Advantages & Disadvantages

Cost-Effective
As economic issues affect funding and the Education Community is faced with the tasks of strategic spending, educators must get creative through use of technology. One of the most appealing advantages of providing a virtual tour or field trip is its cost-effectiveness. The expenses per student, in most instances, will be considerably less than an actual field trip or tour. A consideration of actual tours is entry fees may be discounted for large class size. The costs of travel and other associated expenses must be considered.

Site Selection
Factors such as distance, time, or disabilities of tour participants, do not limit site selection. For instance, a field trip to the moon is presently not possible. A classroom in Florida may find it difficult to take a field trip to the Rocky Mountains. Students that are constrained to a wheelchair can take a field trip to the Grand Canyon. Those students who are working or who may have other time scheduling issues can participate.

Security
Traveling with a group of students can present with anxiety-producing events such as a participant becoming separated from the group. Also, the personnel involved to chaperone the students can present added expenses. When students are young, this factor could deter many teachers from wanting to schedule an actual field trip. Safety of tour participants is of relatively little concern with virtual tours and field trips, which can free the teacher to concentrate on content, interactivity and participation.

Quality
Focus is unified, as all who participate will be directed to view only what is presented through the specific and consistent activity. The input from primary resources can provide multiple perspectives in one package facilitating cross-curriculum collaboration. “It can be designed to meet local specific requirements of training in terms of content, language and conditions” (Teleconferencing-A Training Kit, pp. 14-15, June 2004).

Interactivity
With teleconferencing in field trips and tours, interactivity can provide face-to-face interaction between students and the resource persons. This collaborative learning environment can foster motivation through engagement and real world context (Nix, p.9, 1999).

Sensory
When the need to actually experience the activities through touching, tasting and smelling, the virtual aspects of this method of delivery falls short. An example where the sensory experience cannot be transmitted through a virtual field trip would be a trip to the petting zoo or a bakery. There are some aspects of the actual field trip that cannot be experienced as CTE – Centre for Teaching Excellence Faculty Liaison Mary Powers writes “Until mosquito bites, the black fly bites and the hypothermia that comes after slogging hours in a downpour can be simulated; there will not be a perfect virtual field trip” (Power, 2009).

Online Resources
There are unlimited opportunities on the Internet that provide the resources for a virtual tour or field trip. Many sites provide lesson suggestions, presentations, lectures and other associated resources (current articles, whitepapers, images, website links). Many sites need to be evaluated for up to date information and links, which could utilize valuable time. There are a number of Internet-based businesses that can plan and produce virtual tours and field trips or videos but this option may include a fee.

References

Cole, C., Ray, K., Zanetis, J., (2004). Videoconferencing for K-12 Classrooms: A
Program Development Guide. ISTE, 2004. Retrieved on November 12, 2010 from:
http://eev2.liu.edu/westburyII/JG/assignments/bette/review_iste_videoconferencing.htm

Foley, K. (2003). The Big Pocket Guide to Using & Creating Virtual Field Trips (3rd ed.)
Persistent Vision.
Murphy Farm (2006). Visit via the Internet. Retrieved on November 12, 2010 from:
http://www.sisd.cc/education/components/scrapbook/default.php?sectiondetailid=1630&

Nix, R. K., (June 10, 1999). A Critical Evaluation of Science-Related
Virtual Field Trips. Retrieved on November 12, 2010 from: www.utdallas.edu/~rnix/VFT_eval.pdf

Power, M., (July, 2009). Virtual Field Tripping: A “Real” Way to Learn-Mary Power.
CTE – Centre for Teaching Excellence Blog. Retrieved on November 11, 2010 from: http://cte-blog.uwaterloo.ca/?p=714

Teleconferencing – A Training Kit (June, 2004). Commonwealth of Learning,
Commonwealth Educational Media Centre for Asia, Sec. 1, p 13.
Retrieved November 7, 2010 from: www.cemca.org/books/teleconf.pdf

Other Online Resources:

http://en.wikipedia.org/wiki/Virtual_tour
http://en.wikipedia.org/wiki/Virtual_field_trip
http://www.wikifieldtrip.org/
http://virtual-field-trips.com/home/science/human-body
http://www.wired.com/geekdad/2009/11/digital-frog/
http://www.sciencedaily.com/videos/2005/1011-virtual_reality_field_trips.htm

Videoconferencing in Professional Development

Professional development includes learning opportunities that advance skills and knowledge as a requirement of occupation. Most information-based industries require potential candidates to possess a minimum requirement of knowledge and skills as demonstrated by attainment of formal education and/or specialty certification. As information changes, professionals must update their knowledge and skills to maintain or improve their professional competence. In addition, rapid technological advancements that increase productivity have led to adoption of technologies as part of industry’s functional operations. This has resulted in the need for continual management of the professional’s technology literacy as well.

Requirements of professional competency change as a result of research, advancements in technology, or governmental policy. Examples include the medical, nursing and education professions where research that affects practice is conducted on a continual basis. Some occupations require certification of specific software applications, for instance, Oracle database specialists or 3ds Max designers. The competency requirements of these professionals change with updates to or new versions of the software.

Teleconferencing can provide an effective means for individuals and institutions to address professional development needs. (Teleconferencing-A Training Kit, June 2004).

Economic Conditions Can Impact Professional Development
Most institutions have provisions in place for professional development, but with recent economic downturns, funding for these benefits are being scrutinized. Many professionals worry these budget concerns can affect their professional goals and the ultimate outcomes of their work. For example, some in the education community fear that decisions made as a result of the recent economic conditions could threaten student achievement through budgetary cuts or possible deferment of technology implementation. As a result, dialog among educators has focused on strategic spending of funds that can best serve the goals of the education community (The Case for Online Professional Development, 2009).

Many expenses related to professional development put demands on budgets that are strained in a downturn economy. Considerations for budget adjustments may include loss of productivity as a result of the professional’s time away from work and the hiring of substitute personnel. Costly travel expenses, including food and lodging are concerns when geographical location is a factor. In stances where the professional development sites or the “Expert’ speakers are located out-of-town are prime examples.

Videoconferencing Benefits in Professional Development
Cost effective benefits of videoconferencing provides the ability to address the needs of many professionals in many different locations at a given time. This can result in reduction or elimination of travel expenses and the productivity time lost in travel and transport of professional staff (The Case for Online Professional Development, 2009).

Videoconferencing is also a flexible tool that can be used in many professional development approaches, such as workshops, seminars and continuing education courses. It is especially adaptable to coaching and mentoring, providing face-to-face interaction between participants.

Collaborative efforts through videoconferencing can facilitate the sharing of ideas and best practices, empowering professionals in attainment and continuing advancements of professional practice.

Effectiveness
When implementing new strategies, many factors must be considered. Assessment of videoconferencing in professional development efforts must address concerns such as:

• Is videoconferencing cost-effective?
• What additional equipment, applications and/or training are necessary to implement the technology?
• How does videoconferencing compare to traditional delivery methods in meeting professional development needs?

Questions like these are being evaluated through research. In Alan Greenberg’s white paper, which summarized recent research on videoconferencing-based distance education, he concluded:

• Video conferencing compares favorably with traditional instructional methods.
• Interactivity is key to the success of the virtual classroom.
• Video conferencing expands the reach of education.
• Video conferencing can accommodate disparate learning styles.
• Instructional strategies must be matched to the technology.
• Video conferencing can be cost-effective
(Greenberg, 2004)

Another example includes research conducted by the Medical College of Georgia. This study looked at the effectiveness of training taught by traditional and video-conferencing methods in developing countries. Conclusions presented evidence that videoconferencing is “an innovative model of training and building research capacity in a cost-effective manner” (Dodania, Kazmib, Laportec, & Wilson, 2009).

Summary
With economic issues and decreased funding, institutions must justify the return on investment when implementing new technology into professional development programs. Videoconferencing as an instructional tool can provide a variety of approaches in professional development in cost-effective ways. Research of traditional delivery methods and instructional strategies that utilize videoconferencing can assist institutions in making decisions that best benefit their professional development efforts.

References

Dodani, S., Kazmib, K. A., Laportec, R. E., & Wilson, J., P. (2009). Effectiveness of
research training workshop taught by traditional and video-teleconference methods in a developing country. Global Public Health, 4(1), 82-95.
Retrieved on November 10, 2010 from: http://www.informaworld.com/smpp/section?content=a916448574&fulltext=713240928

Greenberg, A., (February, 2004). Navigating the Sea of Research on Video
Conferencing-Based Distance Education – A Platform for Understanding Research into the Technology’s Effectiveness and Value.
Retrieved November 10, 2010 from: http://www.contrib.andrew.cmu.edu/~josephmi/847/navigating_research_on_videoconferencing_based_distance_education.pdf

Technology as a Tool for Professional Development. Retrieved November 7, 2010 from:
http://www.e-lead.org/resources/resources.asp?ResourceID=3

Teleconferencing – A Training Kit (June, 2004). Commonwealth of Learning,
Commonwealth Educational Media Centre for Asia, Sec. 1, p 13.
Retrieved November 7, 2010 from: www.cemca.org/books/teleconf.pdf

The Case for Online Professional Development – eLearning Spending Strategies and
ROI for School Districts and State Departments of Education, (August 2009) p 2-3. Retrieved November 7, 2010 from:
www.ncat.edu/~univstud/elluminate-white-paper.pdf

Videoconference with an Expert

Addressing Specific Classroom Learning Objectives

A major goal of the 21st Century teacher is to present content that provides authentic learning opportunities and value beyond the classroom (Abbey, 2005). Activities such as videoconferencing with the Expert benefit the student by incorporating opportunities that build on knowledge construction and disciplined inquiry. Through interaction with the Expert, the student gains perspective and understanding of how essential content is applied in real life situations. The Expert videoconference can also assist the teacher in providing content beyond what is offered within the textbook (Focus on Effectiveness, sec. Implementing Research-Based Strategies, 2005). A benefit of video conferencing is its cost-effectiveness. “With software, an inexpensive camera, and an IP connection to the Internet, anyone can turn a computer into a videoconferencing center”, (WikEd!, Videoconferencing, Critics and their Rationale, 2009).

Here is an example of how videoconferencing was used in one classroom:

He was the world’s expert on King Lear, but he was in England and the class of 11th graders was in Florida. As soon as school opened, they fired up the classroom computer and navigated to the site where the lecture would appear. There he was, live and in real time. The video cut back and forth from the lecturer to the players who were acting out the scenes he analyzed. The students typed in questions now and then, and heard the lecturer respond to them (Lengel, 2010).

Reflection in Relation to ISTE NET.S Objectives

Communication and Collaboration ISTE NET.S 2
In the example above, the activity brought the Expert into the students’ classroom and at the same time transported the students to the actual place of the lecture, in this case England. In collaboration, the Expert and students interacted in a two-way communication, providing an enriching learning experience. Communication skills are necessary to function in society and with the constant advancements in technology, trends are moving toward the digital formats of communication. However, face-to-face communication still has a place in society and learning to speak proficiently is a necessary skill that must be acquired and practiced. Just as important, although not always addressed in communication learning activities, is the act of listening. Videoconferencing provides an excellent opportunity to practice both these skills.

Research and Information Fluency ISTE NET.S 3
Drafting questions prior to a videoconference can provide opportunity for research and analysis skills – skills that students will use throughout their learning and later when entering the workforce. Under the guidance of skilled teachers, students can learn how to choose appropriate information sources to utilize in construction of questions.

Critical Thinking, Problem Solving, and Decision Making ISTE NET.S 4
Interacting with an Expert can facilitate a deeper understanding of the content by assisting the students in problem solving, enabling informed decision and conclusion about the content. Through videoconferencing, clarification of content can be addressed immediately by direct communication with the Expert as questions and responses are exchanged.

Digital Citizenship ISTE NET.S 5
Digital Citizenship has become a prime issue with the increased use of technology in communication. As more classrooms begin to integrate teleconferencing into their curriculum, it becomes necessary for students to learn and understand its capabilities as well as its impact on society. By participating in the classroom videoconference, the students can learn responsible use and increase digital and information literacy as they prepare to take their place in digital society.

Technology Operations and Concepts ISTE NET.S 6
In preparation and participation of the Expert videoconference, the students need an understanding of technology tools utilized when presenting specific content. In the example above, knowledge of desktop videoconferencing applications that feature multi-users chatting/texting capabilities was significant to the success of the learning experience. Videoconferencing applications that feature screen capture and screen sharing should be considered when the learning activity is the demonstration of software where user keystrokes and application interface is key to understanding.

Reflection in Relation to Classroom Instruction that Works

“Questions, Cues, and Advance Organizers”
The preparation and management of videoconferencing with the Expert can be an excellent opportunity for student learning. Many Web 2.0 tools are available for free use and are appropriate to videoconferencing. For instance, the Skype application can be used for videoconferencing and provides texting and chatting capabilities. Brainstorming applications such as Webspiration can be used in planning the teleconference as well as in and brainstorming and drafting the questions that will be asked of the Expert.

“Summarizing and Note Taking”
During face-to-face interaction, students can build on their ability to synthesize prior knowledge and new knowledge gained as they exchange responses with the Expert. The student will learn focus on what is important and summarization of the information through analysis of the responses received during the expert teleconference.

“Providing Feedback”
Videoconferencing with Experts in the field assist the teacher with making the connection between effort and achievement. The Experts, being skillful and knowledgeable, can inspire student to understand what is possible. The face-to-face communication can be a positive interaction between Expert and student, and research has shown, positive feedback can instill confidence and “support internal attributions for success” (Videoconferencing Instructional Strategies, Motivate Learners, 2010).

Videoconferencing with the Expert provides many benefit to the student, such as presenting opportunities to build on communication skills as well as digital and information literacy. By engaging the student through interaction with the Expert, the teacher can increase student motivation and ownership in the learning experience.

References
Abbey, N. (2005). Developing 21st Century Teaching and Learning: Dialogic Literacy.
Retrieved November 4, 2010 from: http://www.newhorizons.org/strategies/literacy/abbey.htm#7

Focus on Effectiveness–Questioning Experts (2005).
Retrieved on November 4, 2010 from: http://www.netc.org/focus/examples/questi.php

WikEd!, Videoconferencing, Critics and their Rationale (2009).
Retrieved November 3, 2010 from: http://wik.ed.uiuc.edu/index.php/Videoconferencing

Lengel, J. (2010). Video Conferencing for Teaching and Learning.
Retrieved November 3, 2010 from: http://www.powertolearn.com/articles/teaching_with_technology/video_conferencing_for_teaching_and_learning.shtml

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Retrieved November 3, 2010 from: http://manila.esu6.org/instructionalstrategies/stories/storyReader$8

Videoconferencing Instructional Strategies, Motivate Learners, (2010).
Retrieved November 4, 2010 from: http://www.kn.pacbell.com/vidconf/instruct.html