In this scenario there is a high school History Teacher located on
the west coast of the U.S. and wants to show her students new exhibits from two
New York City museums by way of virtual tours where the students also are able
to interact with the museum curator.
As a novice designer, I would have to make
sure the method of learning is student centered “ because it so strongly
promotes active learning, collaboration, mastery of the course material, and
student control over the learning process” (Simonson, M., et al. 2012). The
hybrid/blended learning approach would most likely be the best choice to use in
this situation because students will be able to view and participate in the
presentation and gather together back in the classroom to collaborate and
critique. They would use a web conferencing software tool such as Blackboard
Collaborate or Elluminate which “provides an online learning environment with
Voice over Internet Protocol (Vo IP), video and collaboration options that allow
teachers and students to interact as if face-to-face” (Laureate Edu., 2013). It
can also be integrated into CMS’s such as Schoology. Using this CMS the
instructor will be allowed to “adapt students learning strengths, differentiate
instruction and easily develop new methods of instruction” (Schoology, 2013) as
well as get her students to think and question things on a higher level, spark
debate and increase participation. Within the museum tour the Curator will be
able to interact with the student while giving the tour virtually and they will
be able to get instant feedback to questions as well as participating actively
in the session as if they were actually there. “Participants are also able to
draw, write, and collaborate on the displayed content simultaneously”
(Blackboard Collaborate, 2013).
Since Blackboard Collaborate can be used in conjunction with
Schoology, this helps in boosting student engagement because the teacher can
post pictures of the two pieces of artwork that she had chosen for the critique
and the students can respond to what they see via instant messaging among each
other. Then once the learners return to class within the face to face
environment, the discussion can be continued and they can form their groups to critique
the two art pieces the teacher had posted for them to talk about.
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.
Blackboard Collaborate, (2013) Sharing
content in a web conferencing session. Video Presentation.
Laureate Education, (2013) Menu of technologies. Discussion technologies. Video
Presentation
Schoology, (2013) Schoology’s teacher tools.
Retrieved from:
https://www.schoology.com/classroom-management.php
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