Interactive Tours
Case Scenario
A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?
A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?
Web 2.0 tools are the tools of the future for teachers. As the twenty-first century progressed, it has become more and more evident that course management systems, and indeed the Web itself in its first decade of widespread public use, reflected the teacher-centered instructional paradigm(Brown, 2007) Beginning in the early 2000s, however, a new generation of web applications emerged, tools that are highly participatory and promote collaboration, networking, sharing, and widespread generation of content, and the editing and mixing of content from diverse sources for new purposes (Simonson, Smaldino, Albright, & Zvacek, 2012). The teacher can combine several Web 2.0 tools to create the desired interactive environment provided by interner4classrooms(Brooks & Byles,2012):
- Audio/Podcasting- Online audio broadcasting. Will allow for two way communication between the students and the museum curators.
- PLN Tools - Personal Learning Network - A PLN is a collection of people with whom you engage and exchange information, usually online. There are many tools that help you in creating your own personal PLN for professional. The PLN tools can also facilitate the conversation between the curators, teacher and student.
- Twitter - Connect with other teachers and share, discover and discuss ideas.
- Plurk - Connect with others to share ideas, events, and information.
- Ning - Online service for creating, joining and sharing Social Networks
- Twitter Kit - What is a PLN? Why is it important? Module 1 - Watch more Tech Videos at Vodpod.
- Graphic Organizers - Use these tools to create a picture representation of relationships between facts, terms and ideas. The organizers can support the students in participating in a group critique of the individual work of art.
- Bubbl.us - Create mind maps online. The directions for using this tool are on the right side of the page.
- Cacoo - Click on play for instructions, then create a mind map.
- Gliffy - draw and share diagrams on the web
- Mindomo - Web-based mind mapping tool - free registration - very similar to inspiration
Please leave any comment suggest of ways to support the teacher.
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Web Resources
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