Scenario 2: Interactive Tours 

The advancement of web based technologies has created opportunities for educators to extend learning far beyond their classroom walls. In times past, students were only able to access local cultural arts or use photographs and video to explore distant places. These experiences, though insightful, limited the ability of students to engage content deeply. Today, through the advent of technology, teachers can develop more interactive and collaborative activities that engage students with experts and each other in meaningful ways.

In the week’s scenario, the teacher wants to use a virtual field trip of New York City museums to engage her students in a group critique of the artwork they explore. These trips range in complexity and depth of study. For this teacher, I would recommend exhibit studies such as Inventing Abstraction: 1910-1925 from the Museum of Modern Art.  

This field trip leads students through the galleries through an interconnected vision. The purpose of the tour is to demonstrate the amazing interconnectedness of the abstract artists and their influences. Trhough this exhibit, students will explore relationships, innovations, and artwork through a web-like lens.

While such an idea is exciting and highly engaging, the teacher needs to employ effective technology tools to ensure the students are actually developing understanding rather than “virtually running around.” I would recommend using a media sharing site. Media sharing sites like Slideshare provide opportunities for designing lessons that incorporate multimedia and text in multiple ways (Laureate education, 2013). For our scenario, the teacher may use Slideshare to link to the virtual field trip, and then use pictures, text, video, and presentations to provide important information that will help the students to share ideas, insights and critiques (Laureate education, 2013). In addition, slide share provides the ability to create a narrative discussion thread. This would allow students to comment on the content provided, thereby ensuring they are engaged in the learning process and are actively sharing their thoughts with others.

An example of an effective Slideshare presentation is Gary Freeman’s Early Modern Art: 1900-1940.  

In this project, students become engaged in an exploration of different movements within abstraction such as fauvism, dada, cubism and more. These studies are guided by a slide that gives the overarching principles and   then subsequent slides that depict images of iconic art. Such a study provides the in-depth analysis and related content the teacher desires.

In addition, the teacher  in our scenario wants to be able to have the students create a shared critique. For this component, I would recommend using a wiki. A wiki is a website that allows for participant ownership of the content. Any visitor can edit the content, thereby allowing for continuous revisions (teachersfirst.com, 2013). These tools, according to PB Works, “make distance learning more interactive and collaborative, and support research teams (PBWorks, 2013).”

Not only is this a tool for text based idea-sharing, but wikis also allow for links and embedded media as well (PB Works, 2013). This means participants can provide their own insights and support them using evidence. In our scenario, a student could find video that extends the understanding of the artist’s technique, zoom in on a particular part of the artwork and focus the visitor’s attention on craft, link the page to articles by academics about the artist, period, historical context and more. This allows the students to become creative curators of knowledge –hosting their own discussion forum and provided rich, deep, 21st century critiques.

A good example of an art critique wiki is Wikispaces’ Art Criticism:

On this wiki, the teacher has outlined a series of key discussion points that need to be considered. For example, students will describe the artwork, analyze its content for visual design and artistic principles, interpret themes and messages and ultimately make judgments about the artistic merit. As the students generate responses, they are able to advance their understanding collectively using higher order thinking skills. Such a complex outline ensures that students remain organized in their efforts.

Teachers need to consider effective tools and design principles when they create lessons. By using tools like Slideshare and wikis, teachers can ensure they are providing high quality experiences that foster deep thinking, inspire curiosity, and expand student horizons.

References

Freeman, G (2013). Early Modern Art 1900-1940. Retrieved from

            http://www.slideshare.net/gwfreeman/early-modern-art-1900-1940-8615718

Laureatte Education (Producer) The Technology of Distance Education. [Video Webcast].

Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818555_1%26url%3D

Museum of Modern Art (2013) (Producer) Inventing Abstraction 1910-1925. Retrieved from 

            http://www.moma.org/interactives/exhibitions/2012/inventingabstraction/

PBWorks (2013). Education. Retrieved from http://pbworks.com/education

Teachersfirst.com (2013). Wiki Walk Through. Retrieved from 

http://www.teachersfirst.com/content/wiki/

Wikispaces.com. (2013). Art Criticism retrieved from

            http://artcritique.wikispaces.com/Critique+Worksheet.

My Vision

Before I began this course, I recognized that distance education brings out strong opinions about learning. For some, online learning has negative connotation as being “less than a real education” because it lacks a brick and mortar environment. Critics consider such environments “diploma mills” lacking facilities, led by unqualified administrators and instructed by untrained faculties (Simonson et al, 2012). Other critics argue that e-learning is only valuable because it is relatively cheap to deliver, and it “absolves them from the obligation to provide potentially more expensive or involved training (Moller, 2008).” This lack of vision leads to a view of e learning as a series of watered down trainings that eschew rigor in favor of simplicity of implementation (Moller, 2008).  As a result of these stereotypes, many companies that provide professional development via the internet are being rejected by school districts and companies as valid training modules.

Others recognize distance learning as an ever developing road to a degree, accreditation or advanced professional development because you can complete tasks within the comforts of your own home. The internet has given learners access to international universities, as well as newer online learning institutes regardless of where they live. (Study Portals, 2012) For me, distance learning has enabled me to pursue knowledge and consider alternative teaching methods and career paths. With two small children, online education is the primary means by which I can grow, develop and challenge myself to achieve great things as a professional. In addition, through online learning I have been able to meet and collaborate with people from all over the world. I have done group projects or shared ideas with colleagues from all over the United States as well as from Turkey, Australia, Italy and the Caribbean. My partners in learning have spanned generations, industries and cultural values. As a result, distance learning has truly reflected the acronym TEAM – Together, Everybody Achieves More.

In this course as we begin to consider the “bricks and mortar” of online learning, it is clear that the philosophy of distance education is morphing as technology advances. Effective Distance Learning establishes collaborative opportunities that empower students to design, research, and problem solve in authentic ways (Huett, 2008). In addition, students need opportunities to reinforce concepts through targeted learning and individualized learning plans (Kaplan, 2011).  As these kids learn and grow, learning programs need to be adaptable and interactive to help them accelerate and decelerate their progress as necessary (Kaplan, 2011). Finally, such student progress needs to be communicable to parents. By providing progress reports, families can better understand how their students are doing, reinforce concepts, and find alternative resources to expand their child’s knowledge (Kaplan, 2011).

My vision of the future of distance learning is already under construction. As the internet becomes omnipresent, designers are contemplating how to revolutionize education accordingly. Such efforts are based upon the idea of expanding the learning experience beyond the confines of the school walls. In these “rooms with a view,” students are the primary drivers of learning, while teachers become designers and facilitators of the learning experience (Simonson et al, 2012). They are able to connect to multimedia content, interact with a global set of peers both asynchronously and in real time, and become self-directed. According to Moller et al (2008), online learning allows designers to transform learning from a “one-shot fixed term to an on-going event that is intermingled with the actual work processes.” For example, this means that we as teachers can provide opportunities for students to share projects online using Web2.0 tools and then have students post comments, extend ideas, and attain new insights. Such activities connect students to the “real worlds” of technology and social media and offer them the opportunity to engage is a safe, enjoyable and modern educational platform.

At the same time, teachers can use data to cultivate learning and intervention supports based upon individualized needs. According to Moller (2008), “Whether one prefers to learn individually or within collaborative environments, e-learning presents a new opportunity to adopt potential individualization strategies that are not possible in traditional classroom environments.” These student centered learning activities generate high levels of motivation and foster ownership of their understanding.  As a result, distance learning enables us to facilitate academic programs that are flexible, customizable, and rigorous. This will ensure we are generating a learning environment that meets the needs of society and our students.

References

Huett, J., Moller, L. Foshay, W. & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends 52(5) 63-67

Kaplan Inc. (2011). Kaplan Kids Smart Track Online Learning (webcast) Retrieved from
http://www.youtube.com/watch?v=gTS7alH4E9c
                               
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Study Portals (2012). What is Distance Learning? - DistanceLearningPortal.eu (webcast). Retrieved from http://www.youtube.com/watch?v=r6dHK2cXatM

http://prezi.com/fl-papbvjcgv/untitled-prezi/

Welcome to my Blog!

This blog is designed to provide collaborative space for educators and students interested in distance learning. I look forward to sharing ideas and developing our understandings together.