Module 7 - Web Based Learning


This week's post focuses on Web based learning which is defined as 'learning or learning activities that take place via the internet' (Roblyer & Doering, p8).  Whilst fully developed courses and programs are great for saving teacher time, it is important to make sure that they are relevant to our curriculum and are pedagogically sound.  However, a wide range of activities and resources are web based and can be used to enhance and enrich traditional classroom learning and open up opportunities to integrate the 4Cs - collaboration, communication, critical thinking and creativity. (Roblyer & Doering, p 260).

Virtual Field Trips:  Because I live and will be teaching in regional NSW, to take a field trip anywhere often involves a very long bus trip so it had jolly well better be worth it.  Usually, the time and financial cost would simply be too great so I think rural students probably miss out on the field trip opportunities that city students could experience.  Thus, the option of taking web-based, virtual field trips is very attractive.  

As with most things, if you put 'virtual field trips' into your search engine, there will be lots of different options. For example:

http://www.discoveryeducation.com/Events/virtual-field-trips/explore/
https://www.virtualfieldtrips.org/
http://www.educationworld.com/a_tech/tech/tech071.shtml
http://nineplanets.org/tour/

Whilst pre-designed Virtual Field Trips are useful, there is also a lot to be gained by students creating their own to suit the desired topic. A virtual field trip could fit all three of the types and examples of web based lessons discussed by Roblyer & Doering (2014,p.261) i.e. interpersonal exchanges; information collection and analysis and problem solving.

Mapping Platforms:     For example Google Maps for Education, MapBox or Google Earth.  Can be used to create online maps to report on your field trip, or to analyse where certain activities are concentrated, to view geological formations, to compare and contrast activities, to map scientific collaborative research...there are lots of possibilities for mapping activities.  The great thing with these sort of web based resources is that students can truly collaborate - each can add their own sections to a mapping project to create a final product and they can discuss and peer evaluate.

NSW Government Departments also offer mapping resources and data on a range of projects that are relevant to content in the Science curriculum, and particularly the Sustainability cross-curriculum priority eg biodiversity, water resources, renewable energy etc.  These provide data which students can use in problem based learning projects.  Examples of these include the AREMI project  (https://arena.gov.au/projects/aremi-project/) , Geoscience Australia (http://www.ga.gov.au/), mapping projects in the NSW Department of Primary Industries (https://www.dpi.nsw.gov.au/) and NSW Department of Resources and Energy (https://www.resourcesandenergy.nsw.gov.au/) 

Simulations:  I have discussed the use of simulations in previous blog posts but they are worth another mention here.  One of the great advantages of simulations (for example PhET, Labster,) are that they can again be used to increase collaborative participation - different students can easily alter different parameters and report on effects to their peers.  This means that many different scenarios can be addressed compared to traditional practical classes where it takes most of the lesson to conduct one or two.  Students can propose a range of problems and hypotheses and easily test them using the simulations.


The Globe Program https://www.globe.gov/

The Global Learning and Observations to Benefit the Environment (GLOBE) Program is an international science and education program.  It offers the opportunity to participate in data collection and actual scientific process associated with understandings of the earth's systems and global environment.  Sponsored by NASA, it is extremely well resourced and offers extensive teacher training and resources.  Students have the opportunity to participate in hands-on research and Globe field campaigns are 'grounded in real science embedded in an inquiry based, collaborative approach' ("The Globe Program", n.d.)


 References

 AREMI project - Australian Renewable Energy Agency. (n.d.).Retrieved from https://arena.gov.au/projects/aremi-project/

Education – Google Maps.(n.d.). Retrieved from https://www.google.com/help/maps/education/

Geoscience Australia. (n.d.). Retrieved from http://www.ga.gov.au/

Get Outta Class With Virtual Field Trips.Education World. (n.d.). Retrieved from http://www.educationworld.com/a_tech/tech/tech071.shtml

GLOBE.gov. (n.d.). Retrieved from https://www.globe.gov/

 Google Earth. (n.d.). Retrieved from http://www.gosur.com/google-earth/

Labster. (n.d.). Retrieved from https://www.labster.com/

Mapbox. (n.d.). Retrieved from https://www.mapbox.com/

NSW Resources and Energy. (n.d.).Retrieved from https://www.resourcesandenergy.nsw.gov.au/

NSW Department of Primary Industries.(n.d.) Retrieved from https://www.dpi.nsw.gov.au/

PhET - University of Colorado Boulder. (n.d.). Retrieved from https://phet.colorado.edu/

Roblyer, M.D., & Doering, A. H.(2014). Integrating Educational Technology ino Teaching (6th ed.). Essex:Pearson.


 Solar System Tour from the sun to pluto. (n.d.).,The Nine Planets Solar Sytem. Retrieved from http://nineplanets.org/tour/


Virtual Field Trips | Discovery Education. (n.d.). Retrieved from http://www.discoveryeducation.com/Events/virtual-field-trips/explore/

Virtual Field Trips - Home. (n.d.). Retrieved from https://www.virtualfieldtrips.org/
Location: Dubbo NSW 2830, Australia

Comments

  1. OliviaApril 28, 2018 at 1:48 PM

    Hi Mel,

    I completely agree with your point that while these web based resources can save us time, we must check that they are curriculum appropriate and pedagogically sound. I too, plan to use these sites as resources to enhance my classroom and better engage my students. As always, its finding the balance and ensuring the correct use of technology in the classroom to enrich our students experience rather than using technology for technologies sake!

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