Abstract

Although popular with many students, field trips are often implemented in questionably effective ways (Kisiel, 2006) with little or no preparation or follow-up (Stoddard, 2009). Spurred on by technological progress and the challenges of field trips, the ‘virtual field trip’ (VFT) has gained prominence in the context of education. The term virtual field trip is ill-defined in literature, but the supplied definitions imply that it shares the same features as a real field trip. We argue that the nature of VFTs enables affordances different from real field trips. In this round table, we present a design framework that can be used as a tool by designers to systematically design and develop higher quality VFTs that more effectively maximize the potential value of the format. We provide a comprehensive set of activity types to be used within a stepwise framework that guides the designer toward the selection of appropriate digital elements to achieve predetermined learning objectives.

Citation

deNoyelles, A. & Vashaw, S. (2012). A framework to design effective virtual field trips. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1080-1085). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/40887/.

© 2012 Association for the Advancement of Computing in Education (AACE)