I chose example 2 (Interactive Tours) to explore how today’s distance learning technologies can be utilized to create a “virtual fieldtrip” for a high school history teacher. After reading the example, I knew I needed to find a technology tool that made it easy to create a virtual tour of the museum, allowed for a discussion board or chat system to speak with the curators, and some kind of photo and comment system for critiquing the individual work of art. To provide the best learning experience for the students, I would recommend Google Apps for Education. Google Apps includes a myriad of collaboration, communication, and customization tools, all at no cost. Most of the applications can be set up with little to no technical experience, and they even offer Webinars and other tutorial tools to teach new users how to take advantage of their product offers. Specifically within the Google Apps, they have what they refer to as “Google Sites.” Google Sites allow users to create a webpage (or wiki) with a click of the button and invite individuals to join (just like Wikispaces). According to Simonson, Smaldino, Albright, Zvacek (2009) a wiki can be, “…an excellent tool for…group activities compiling information in a single online resource.” (p. 245) To explore more, I created my own Google site to see how it could benefit the teacher in this particular circumstance.
I was able to post an image and issue comments below the image. Anyone who joins the site can post comments as well. You are also able to embed a photo slideshow, which can be used to create a virtual experience for the students. It also has the functionality for Video upload as well, depending on how the teacher wanted to showcase the material. She could even put it in a presentation to upload to the site. For collaboration efforts, you can easily integrate Google Groups into your Google Sites. Google Groups is a discussion forum which you can manage. You can also include a Chat function for students to chat directly with the curators or other students in real time. It is truly a comprehensive system of applications and tools.
To see how Google Apps is being used today, they have several case studies listed on their website featuring a few universities.
Northwestern University was one case study listed on Google’s website. Their main dilemma was their students wanted better collaboration and communication tools. The school’s previous email system was not meeting the needs of the students. Plus, once a student graduated their school email address was discontinued, which made it difficult to keep in touch with previous classmates. The school decided to take action and respond to the students’ request.
According to the case study, Google Apps has enabled students to interact in ways they never could before. It also comments, “…the new system is not only powerful, but also efficient to manage. The new system will automatically coordinate with the school's existing servers, synchronize with the university directory, and provide self-service functionality…” (Results, para. 3)
According to Wendy Woodward, Director of Technology Support Services at Northwestern University, “We are gaining tremendous service advantages at literally no cost to the university.” (Results, para. 2)
Another case study conducted by Google, was for the University of Notre Dame. Students of this university had similar requests as we saw in the previous case study. They wanted to utilize a calendar and schedule software and more communications functionality. In this particular case study, the students petitioned for Google Apps directly.
Once Notre Dame’s IT team decided to listen and turn to Google Apps, they noticed more students used their email, had 20% fewer help desk calls, and increased student satisfaction by 36%. They also saw a $1.5 million in savings resulting from the switch.
Katie Rose, Program Manager for Enterprise Initiatives, Office of Informational Technologies, stated, “The wealth of tools that Google Apps for Education offers, and Google’s ability to provide a cost-effective robust service, made us all wish we had chosen to move this direction sooner.” (Solution, para 4)
Wikispaces is another good choice the teacher can use in creating a virtual fieldtrip to these museums. Similar to Google Sites, you can create your own web page, although Wikispaces does not include as many themes or customization options. Both are extremely easy to use and can be set up in minutes. You can add members to your Wikispaces and control privileges for updating. In addition, you can send each emails as well, without having to use the Google Gmail feature which is a separate application, even though easily integrated. It is free to K-12 and Higher Education organizations. To see how easy it was to use and set up, I created one myself. With Wikispaces you can add images on a page and have a discussion board display underneath. This way, students can collaborate with each other in critiquing the exhibits. You can also add images and video, even though you can also add photo slideshows, it is not as easy to set up.
I did additional research to see what type of case studies were available. There are two listed on Wikispaces website that focus on Birmingham and Deerfield Public Schools.
Birmingham Public Schools wanted to find new ways to increasing creativity, collaboration, and communication. They decided to use web tools to enhance the children’s experience and influence critical thinking skills. They explored using Wikis, blogs, and course management programs. Wikispaces was an ideal tool to help them get started. (“
According to the case study, “Birmingham Public Schools has made great use of its Private Label site in nurturing creative, self-directed students and fostering an engaged, collaborative community of teachers. And as the site grows, they keep learning more and better ways to use it.” (One to Grown On section, para. 1)
Deerfield Public Schools created a Digital Learning Committee designed to prepare the students in their district for the 21st century. After reviewing different digital technologies, they settled on Wikispaces. While the desire to use these tools were not prompted by a problem, they wanted to think ahead of what the students may need to know or things they would encounter later in life, whether in higher education or the corporate world.
According to the case study, “Since working with Wikispaces, Deerfield Public Schools now has hundreds of wikis and has begun to see changes in how learning happens in the schools… Students are actively engaging with the wikis, working on them during their free time.” (New Successful Approaches to Learn section, para. 1)
References:
Google Apps. (n.d.). Google. Retrieved March 19, 2011, from http://www.google.com/a/help/intl/en/edu/pdf/notre_dame_case_study.pdf
Google Apps. (n.d.). Google. Retrieved March 19, 2011, from http:// http://www.google.com/a/help/intl/en/edu/case_studies/northwestern.html
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Internet-based Distance Education. Teaching and learning at a distance: foundations of distance education (4th ed., pp. 244,245). Boston: Allyn & Bacon/Pearson.
Birmingham Public Schools . (n.d.). Wikispaces. Retrieved March 19, 2011, from www.wikispaces.com/content/private-label/case-study-bps
Deerfield Public Schools Private Label. (n.d.).Wikispaces. Retrieved March 19, 2011, from www.wikispaces.com/content/private-label/case-study-dps
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