Example 2: Interactive Tours
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?
My suggestion would be for the teacher to either make a video tour of the museums or find a tour online. The curators could be involved in the creation of this video. This prerecorded media/podcast would provide the students with a chance to “tour” the museums without the need of the curators at the time. The students could participate in a group critique of the two pieces of artwork and then participate in a discussion with the curators. The students could take notes during their “tour” and ask the curator questions in an email format or something similar. The teacher should keep in mind that podcasts should be “3 to 10 minutes long” (Simonson, Smaldino, Albright & Zvacek, 2012, pg 97). To keep the podcast short the teacher could segment the tour into sections according to time period or art type. An example of this scenario can be found at http://www.mnh.si.edu/panoramas/flashVersion/index.html
The second option the teacher could use would be a two way audio/one way video OR two-way audio/video. In this scenario the learner and the subject would be required to participate at the same time. The curator could take the class on a live tour of the museum and answer questions along the way. It wouldn’t be necessary for the curator to see the student; this is why two-way video is optional. An example of this scenario can be found at http://www.cartermuseum.org/learn/distance-learning
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
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