Distance Learning: Interactive Tours

Not too long ago, one would have thought that it was impossible to be in one location and interact with another location whether the distance was near or far. Therefore in the case of the teacher on the west coast of the United States who would like her students to take an interactive virtual tour of prominent art museums in New York City, many distance learning opportunities allow her students to take on this opportunity. Two distance learning opportunities that will be discussed in this blog are podcasts and multimedia sharing sites.

According to Laureate (n.d.), a podcast is can be presented in various forms. Podcasts are also frequently updated. Laureate also suggests that podcasts be used to enhance research. Thus, in the case of the teacher on the west coast who would like her students to see exhibits on the east coast, a good use of a podcast would be an updated video of a museum curator walking through the museum exhibits and talking about them. The museum curator could also record an audio version just in case video capabilities are not available. This idea could also be effective because the students and teacher could pause, fast forward and rewind if they feel like they need to review something that was already shown or spoken. As a side note, the majority of podcasts are audio files. However, I have come across video podcasts throughout my recent years as a student.

An example of podcasts enhancing the virtual tour is located on the National Museum of the US Air Force website (2012). On this website, several professionals of the Air Force author audio podcasts that enable the listener the visualize what is being said as they tour the museum from anywhere in the world that has access to the podcasts.

Yet another example showcasing the effectiveness of podcasts in the distance learning virtual tours experience is in tourism itself. In this case, the island of Rottnest uses podcasts in its advertising ventures to entice tourists. Access to these podcasts is given at rottnestisland.com (2012).

While a podcast limits a virtual tour to mostly audio which some video podcasts available here and there, multimedia sharing sites, enable all media to be shared wherever there is a connection to the Internet. According to Laureate (2012), multimedia websites are those that facilitate the sharing of all things media. Examples of multimedia sharing websites are Youtube, Flickr, and Slideshow. However, a major drawback to a multimedia sharing website such as the aforementioned, would be concerns of privacy since once something is posted on the Internet, it rarely goes away.

In the case of the teacher on the west coast, Flickr would be best used as a survey of all of the exhibits in the museum before concentrating on a just a couple. An example of a successful virtual tour on Flickr is that of Westminster Hall (2012). This is successful because the pictures give the survey and then on the bottom there is a link to a video feed that enables a real-time video virtual tour.

On the other hand, the west coast teacher can also use YouTube to give her students the virtual tours of the museums. One thing to note about Youtube is that most of the items posted are videos with audio and the primary user of that account has the ability to make the videos private so that they do not get into the wrong hands. A great example of a prolific virtual tour using YouTube is on BYU' virtual tours YouTube channel (2012). The virtual tours noted here are on a broad scale, meaning that they survey the campus of Brigham Young University, while others only tour specific landmarks at the university.

In conclusion, I would suggest that the teacher utilize a blend of all of the technologies mentioned in order to deliver the best experience of a virtual tour possible. This is important because some students may not be familiar with the subject matter. With this unfamiliarity, sometimes words cannot give the full explanation to clarify. Therefore, audio and video clips can explain what words cannot. An excellent example of this idea occurred during my student teaching experience. I was teaching fourth grade and we were doing a unit on carnivorous plants. Since I live in Las Vegas, the land is very dry, however, the plants being studied grew in marshes and swamps. So to give the students a better understanding of these saturated lands, I found a couple of online videos of those plants in their natural habitats and showed them to the class.

References

BYU. (Producer). (2012). BYU virtual tours [Video]. Available from YouTube.

Laureate. (Producer). (2012). The technology of distance education [Interactive Multimedia]. Available from Walden University.

Museum podcasts. (2012). Retrieved from http://www.nationalmuseum.af.mil/podcasts/index.asp

Rottnest island podcasts. (2012). Retrieved from http://www.rottnestisland.com/about/podcasts-videos-and-virtual-tours

Wetminster hall virtual tour. (2012). Retrieved from http://www.flickr.com/photos/uk_parliament/sets/72157607245529403/

Mind Map of Distance Learning

My Definition of Distance Learning

Before I started this course, I always thought of distance learning as being just as being a matter of convenience. That is basically true, but I also thought that distance learning was a faster and easy way to get a degree. That is a complete misconception that distance learning is easier than the traditional classroom. Many people still see distance learning as being perhaps easier. However, one has to experience the distance education platform to realize that the formal distance education platform is equivalent if not more stringent than the traditional classroom. Moreover, my definition of distance learning before starting this course was just that, learning at a distance. Learning at a distance can take place online or any other medium-- including correspondence through the mail.

However, after reading the resources for the course this week, my definition of distance learning has changed and has become more specific. The definition of distance learning continues to change because technology continues to change the media on which distance learning can take place. Therefore, my revised definition of distance learning is institution-based formal education where the learning group is separated and where interactive telecommunication systems are to connect learners and instructors (Simonson, et al. 2012). This definition incorporates with mine because it defines distance learning as more that just a separation of the teachers and students. It goes on further to say that intellectual separation occurs. According to Simonson, et. al. (2012), intellectual separation basically means that the teacher knows the concepts to be taught and the students do not. Therefore, the distance learning medium will be utilized to decrease this separation.

Distance learning is also institution-based. This does not necessarily mean that the institution has to be a University or a school. However, in modern societies, the institutions can also be corporate as well. In parallel, the fact that distance learning is seen as being institution-based separates it from just being a self-study. Also, many companies are putting their trainings online and asking their employees to complete them at their convenience by a deadline.

As I have mentioned earlier, as the medium over which distance learning occurs changes, then the whole definition of distance education will continue to change. However, Simonson (2011) says that no matter how popular distance education is, it will never replace the traditional classroom. What Simonson and others think will happen is that distance education will enhance traditional classrooms. For example, in the future, more and more classrooms will be able to take virtual fieldtrips as a result of advancements in distance learning (USDLA, 2009). The best part about this is that the classrooms will be able to use their current resources to take their virtual fieldtrips. Therefore, for the most part let alone subscription fees, no other money will need to be spent for this type of distance learning experience.

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

Laureate, Inc. (Producer). (2011). Distance education: The next generation [Vodcast]. Available from Walden University.

United States Distance Learning Association. (2010). usdla.org

Putting it all together- Week 7 Blog Assignment

1. How has your view on how you learn changed?

I have taken so many courses on educational psychology and learning theories that my view has not really changed much. One thing that I did learn is that I am a social learner. The theory of social learning is definitely a great one because up until now, I did not realize that I am a social learner. However, one must not get confused with the idea of social learning because you do not have to be physically beside someone to learn socially. In my opinion, you can learn through emails and text messages. You can even learn over the phone and through social networking sites. Some people may wonder what they learn over a social networking site? Well the fact is that we are constantly learning so by reading status updates on a social networking site can help the learner form more of an opinion about someone or something. Those opinions can influence educational facets of learning both positively and negatively.  

2. What have you learned that can further explain your own personal learning preferences?

Well, I definitely have learned that I am a social learner and with the recent advances in technology, I am able to stay connected with everyone with whom I come into contact. I am not sure if I have benefited educationally from staying connected because even though I am connected to them, most of them seem reluctant to be connected with me. But I keep them on my list because I might need them in the future.

I have also learned that I am a tactile learner as well a visual learner. Someone can sit and talk all day learn but I do not actually fully grasp the concept unless they actually demonstrate the concept through visuals and give me a little time to practice the concept on my own. That way I can clear up any questions that may arise...especially on slippery concepts. An example of this is when I learned about the mol numerical representation in Chemistry in high school. This is a slippery concept but my teacher was very visual and I was able to practice and my teacher answered all of my questions while providing positive feedback.

3.What role does technology play in your learning?

Technology plays a very large part in my learning. First of all, I have not been to a library to do research in over 10 years. This feat has been  made possible through the Internet and the cooperation of schools to place books and journals online. Also, as I am typing this blog post I am using a high-tech laptop computer that is able to webconference. I use the internet to load search engines to find information. I also use the internet to connect to my online classroom and stay connected with my classmates and my professors. Theoretically, I would take my laptop with me wherever I go, but with the innovation of smartphones, I am able to leave my laptop at home and use my smartphone to keep me connected while I am on the go.

Lastly, I am so thankful for technology because for a short time when I was younger, we used typewriters and it is a pain to save and edit documents with a typewriter. Computers make life so much easier.

Repost of Mind Map--Connectivism

I originally posted this mind map with a link to spinscape because spinscape was a suggested program that was suggested that we use. However, it appears like the link no longer works so I made a screencast of it.

Connectivism Reflection

My network has definitely changed the way in which I learn. First of all I attend class online. That is a dramatic step for me since I had been attending class on land for so long. Staying connected online definitely provides me with a lot of resources at my fingertips if I should get stuck and need help with content. being online also provides me the opportunity to stay connected with people who are in the same field as me. Therefore they may be able to mentor me in certain situations that may arise. The main point of my network is that I am able to interact with a lot of people. Many of those with whom I interact are not those with whom I would interact in person. This allows me to get more of a variety of different perspectives while learning.

 The digital tools the help me learn the best are online libraries and credible websites. When I get stuck, I do web-based searches and read about the content on which I am having trouble. Also video conferencing also helps me when I need to see someone explain something other than just read about it. An alternative to the video conference would be the advent of YouTube. People post demonstration videos there all of the time and sometimes I reference those when all else fails.

 These digital tools help me to gain knowledge but also I talk with my classmates and my professors and read professional blogs. I think that at this point in my life I am the most connected and this has made my educational endeavors very positive because many aspects of technology is available twenty-four hours which means that I can study at my own convenience and on my own schedule. Therefore, I believe that my network supports the tenets of connectivism because connectivism is just that--staying connected. It is account how we stay connected and how that influences our learning. I was raised with technology (and therefore not a digital immigrant). Moreover I benefit from learning through my personal network.

Connectivism

You can look at my mind map with this link.

http://spinscape.com/app/spinscape.jsf?map=34757