Worcester State University
CI971 Integrating Virtual Field Trips Across the Curriculum to Spring 2018 Enhance Learning
CI971 Integrating Virtual Field Trips Across the Curriculum to Spring 2018 Enhance Learning
Ricarda Carfagno, M.Ed.
(781)383-6326
(781)405-4498 cell
ken-carfagno@comcast.net
Class Blog: internettripscarfagno.blogspot.com
Class Blog: internettripscarfagno.blogspot.com
Office Hours: By appointment
Suggested Text: Virtual Field Trips (2017 VFT Virtual Field Trips Ltd.) online
www.virtualfieldtrips.org &Virtual Field Trip Learn Around the World: Global Education http://
www.learnaroundtheworld.com (2015-2017) online
Course Online Component – The following websites and programs will be used for the online portion of this class
http://www.livebinders.com/play/play?id=957716
http://www.livebinders.com/play/play?id=394956
http://www.livebinders.com/play/play?id=116376
http://www.livebinders.com/play/play?id=38196
http://www.livebinders.com/play/play?id=183555
http://www.livebinders.com/play/play?id=1244141
Supplemental Materials: Handouts and other specific material will be provided by the instruc- tor during the semester.
Prerequisites: None
Course Description:
This course will enable participants to use the internet as a resource to enhance learning by inte- grating "virtual field trips" for their students. Participants will research and become familiar with resources that enable them to design virtual field trips. Emphasis is on providing innovative hands-on experiences for students. This course will provide interdisciplinary lessons which each teacher has the opportunity to connect to the classroom.
Learning Outcomes/Objectives:
Through successful completion of this course graduate candidates will:
1. demonstrate knowledge of technology and systems and how to integrate these systems into the working environment;
Course Online Component – The following websites and programs will be used for the online portion of this class
http://www.livebinders.com/play/play?id=957716
http://www.livebinders.com/play/play?id=394956
http://www.livebinders.com/play/play?id=116376
http://www.livebinders.com/play/play?id=38196
http://www.livebinders.com/play/play?id=183555
http://www.livebinders.com/play/play?id=1244141
Supplemental Materials: Handouts and other specific material will be provided by the instruc- tor during the semester.
Prerequisites: None
Course Description:
This course will enable participants to use the internet as a resource to enhance learning by inte- grating "virtual field trips" for their students. Participants will research and become familiar with resources that enable them to design virtual field trips. Emphasis is on providing innovative hands-on experiences for students. This course will provide interdisciplinary lessons which each teacher has the opportunity to connect to the classroom.
Learning Outcomes/Objectives:
Through successful completion of this course graduate candidates will:
1. demonstrate knowledge of technology and systems and how to integrate these systems into the working environment;
2. understand the principles, practices, and recent research for effective teaching, learning,
and curriculum development;
7. demonstrate knowledge and ability to foster school climates that address the individual needs of children and youth in a diverse society; 8. demonstrate knowledge of completing a virtual field trip planner
Required Materials: the internet, emails Course Policies:
Written Assignments:
1. All assignments must be typed, doubled-spaced, and use APA format when applicable.
2. Assignments must be handed in on the due date unless other arrangements have been made with the instructor.
Attendance Policy:
Regular class attendance is mandatory. Candidates are expected to attend class sessions regularly and participate actively, thoughtfully, and in a collegial manner during discussions and group work. An unexcused absence from any class meetings will result in a reduction of points in the participation grade. Any excused absence will require a doctor’s excuse or other written docu- ment acceptable to the instructor.
Grading Policies:
Grades will be evaluated according to course assignments and expectations using the following relative values.
The Grade of 4.0 (A)
The candidate demonstrates sound thinking and memorable performance within the subject and course. The candidate’s work bears evidence that he/she comprehends basic concepts and princi- ples within some depth of insight. When quantifiable measures are used for assessment, the can- didate exhibits comprehension of at least 90% of the key concepts and principles presented. The candidate can discuss issues clearly and precisely, recognize questionable assumptions, and iden- tify relevant, competing points of view. The candidate uses sound reasoning to provide solutions to problems.
The Grade of 3.0 (B)
The candidate usually demonstrates sound thinking and performance within the subject
-
understand the importance of using a variety of hands-on activities;
-
demonstrate knowledge of differentiated instruction in the classroom;
-
understand the importance of cooperative learning
-
understand theories and methods of curriculum design, implementation, and evaluation
7. demonstrate knowledge and ability to foster school climates that address the individual needs of children and youth in a diverse society; 8. demonstrate knowledge of completing a virtual field trip planner
Required Materials: the internet, emails Course Policies:
Written Assignments:
1. All assignments must be typed, doubled-spaced, and use APA format when applicable.
2. Assignments must be handed in on the due date unless other arrangements have been made with the instructor.
Attendance Policy:
Regular class attendance is mandatory. Candidates are expected to attend class sessions regularly and participate actively, thoughtfully, and in a collegial manner during discussions and group work. An unexcused absence from any class meetings will result in a reduction of points in the participation grade. Any excused absence will require a doctor’s excuse or other written docu- ment acceptable to the instructor.
Grading Policies:
Grades will be evaluated according to course assignments and expectations using the following relative values.
The Grade of 4.0 (A)
The candidate demonstrates sound thinking and memorable performance within the subject and course. The candidate’s work bears evidence that he/she comprehends basic concepts and princi- ples within some depth of insight. When quantifiable measures are used for assessment, the can- didate exhibits comprehension of at least 90% of the key concepts and principles presented. The candidate can discuss issues clearly and precisely, recognize questionable assumptions, and iden- tify relevant, competing points of view. The candidate uses sound reasoning to provide solutions to problems.
The Grade of 3.0 (B)
The candidate usually demonstrates sound thinking and performance within the subject
and course. The candidate’s work bears evidence that he/she comprehends basic concepts and
principles, though depth of insight may be lacking at times. When quantifiable measures are used
for assessment, the candidate exhibits comprehension at least 80% of the key concepts and prin-
ciples presented. More often than not, the candidate discusses issues clearly and precisely, recog-
nizes questionable assumptions, and identifies relevant, competing points of view. The candidate
sometimes uses sound reasoning to provide
solutions to problems.
The Grade of 2.0 (C)
The candidate exhibits mixed thinking and inconsistent performance within the subject and course. The candidate’s work bears evidence of inconsistent comprehension of basic concepts and principles. The candidate rarely, if ever, demonstrates depth of insight. When quantifiable measures are used for assessment, the candidate comprehends at least 70% of the key concepts and principles presented. The candidate has trouble discussing issues clearly and precisely, often fails to recognize questionable assumptions and relevant, competing points of view. The candi- date may have trouble finding solutions to some problems due to lack of sound reasoning skills.
Grading:
solutions to problems.
The Grade of 2.0 (C)
The candidate exhibits mixed thinking and inconsistent performance within the subject and course. The candidate’s work bears evidence of inconsistent comprehension of basic concepts and principles. The candidate rarely, if ever, demonstrates depth of insight. When quantifiable measures are used for assessment, the candidate comprehends at least 70% of the key concepts and principles presented. The candidate has trouble discussing issues clearly and precisely, often fails to recognize questionable assumptions and relevant, competing points of view. The candi- date may have trouble finding solutions to some problems due to lack of sound reasoning skills.
Grading:
-
Participation includes attendance, punctuality, and preparation for 5%
class and completing home assignments
-
Research and design 30 virtual field trips for your class. Each trip must 25%
include the common core standard, grade level a one page description –
one for each trip. Create a rubric to go accompany each lesson.
-
Find 5 websites that will enhance each field trip. 20%
Write 2 paragraphs on how these sites will enhance each trip.
-
Creative Curriculum research paper. Research and write a 3 page paper 15%
on the benefits of incorporating virtual field trips into the curriculum.
-
Read the article Get Outta Class With Virtual Field Trips. This 5%
article and the websites below will help you with the previous
assignment – research paper.
http://www.educationworld.com/a_tech/tech071.shtml
http://www.field-trips.org/trips.htm
http://www.uen.org/utahlink/tours/fieldtrips2.htm http://www.virtual-field- trips.com/Cat- egory.asp http://www.fresno.k12.ca.us/schools/s101/ed/fieldtrp.htm http://www.home- workspot.com/fieldtrip
http://www.teachnet.org/book/vfieldtrip.htm http://teacher.scholastic.com/fieldtrp/ in-
dex.htm http://www.virtualfreesites.com/museums.museums.html http://oops.bizland.- com/vtours.htm
A 100% - 93% A- 92% - 90% B+ 89% - 87% B 86% - 83% B- 82% - 80% C+ 79% - 77% C 76% - 73% C- 72% - 70% D+ 69% - 67% D 66% - 63% D- 62% - 60% F 59% - 0%
Americans with Disabilities Act:
Worcester State University and this instructor are committed to the full participation of all stu- dents, and will provide accommodations for any student with documented disabilities who are registered with the Disability Services Office. Please contact the instructor _as early as possible to discuss necessary accommodations. All information regarding disabilities will be treated with confidentiality. http://www.worcester.edu/Diversity/Shared%20Documents/Policv%20that%20you%20may %20duplicate%20in%20your%20course%20syllabus%20for%20students%20with%20Disabili- ties.pdf
Academic Honesty Policy:
Academic integrity is an essential component of a Worcester State education. Education is both the acquisition of knowledge and the development of skills that lead to further intellectual devel- opment. Faculty are expected to follow strict principles of intellectual honesty in their own scholarship; students are held to the same standard. Only by doing their own work can students
dex.htm http://www.virtualfreesites.com/museums.museums.html http://oops.bizland.- com/vtours.htm
-
Respond weekly to the class blog post. Explain your thoughts on the video, 10%
article or trip that is posted. You must also collaborate with class
members through the blog.
-
Presentation – Create a Powerpoint - pick 4 field trips from assignment # 2. 20%
Discuss each trip and explain how it is related to the curriculum.
A 100% - 93% A- 92% - 90% B+ 89% - 87% B 86% - 83% B- 82% - 80% C+ 79% - 77% C 76% - 73% C- 72% - 70% D+ 69% - 67% D 66% - 63% D- 62% - 60% F 59% - 0%
Americans with Disabilities Act:
Worcester State University and this instructor are committed to the full participation of all stu- dents, and will provide accommodations for any student with documented disabilities who are registered with the Disability Services Office. Please contact the instructor _as early as possible to discuss necessary accommodations. All information regarding disabilities will be treated with confidentiality. http://www.worcester.edu/Diversity/Shared%20Documents/Policv%20that%20you%20may %20duplicate%20in%20your%20course%20syllabus%20for%20students%20with%20Disabili- ties.pdf
Academic Honesty Policy:
Academic integrity is an essential component of a Worcester State education. Education is both the acquisition of knowledge and the development of skills that lead to further intellectual devel- opment. Faculty are expected to follow strict principles of intellectual honesty in their own scholarship; students are held to the same standard. Only by doing their own work can students
gain the knowledge, skills, confidence and self-worth that come from earned success; only by
learning how to gather information, to integrate it and to communicate it effectively, to identify
an idea and follow it to its logical conclusion can they develop the habits of mind characteristic
of educated citizens. Taking shortcuts to higher or easier grades results in a Worcester State expe-
rience that is intellectually bankrupt.
Academic integrity is important to the integrity of the Worcester State community as a whole. If Worcester State awards degrees to students who have not truly earned them, a reputation for dishonesty and incompetence will follow all of our graduates. Violators cheat their classmates out of deserved rewards and recognition. Academic dishonesty debases the institution and de- means the degree from that institution.
It is in the interest of students, faculty, and administrators to recognize the importance of acade- mic integrity and to ensure that academic standards at Worcester State remain strong. Only by maintaining high standards of academic honesty can we protect the value of the educational process and the credibility of the institution and its graduates in the larger community.
http://www.worcester.edu/Academics/Shared%20Documents/academicpoliciesproced ures.aspx? PageView=Shared#academic honesty )
Academic Support Services:
Students who think they may need academic assistance in order to achieve their educational ob- jectives should visit the Academic Success Center as soon as possible to maximize the benefit of the service.
Library Use - from College Wide Library Advisory Committee:
Worcester State Library has access to many articles through online data bases including J STOR, in addition many articles and book chapters are available to students through Inter library Loan (ILL). With a little planning, ILL expands your ability to get credible information sources about topics you pursue in your course work. Finally WSU students are free to use many of the library resources within the consortium. Given all of these resources it is extremely unlikely that you should have to pay for access to individual articles. Please work with the reference librarians to find the appropriate way to access materials you need. You have already paid for these resources through your fees-please make use of them.
Course Topics
Week 1
Benefits of Virtual Field Trips Curriculum Alignment
Best Practices for E-Learning
Academic integrity is important to the integrity of the Worcester State community as a whole. If Worcester State awards degrees to students who have not truly earned them, a reputation for dishonesty and incompetence will follow all of our graduates. Violators cheat their classmates out of deserved rewards and recognition. Academic dishonesty debases the institution and de- means the degree from that institution.
It is in the interest of students, faculty, and administrators to recognize the importance of acade- mic integrity and to ensure that academic standards at Worcester State remain strong. Only by maintaining high standards of academic honesty can we protect the value of the educational process and the credibility of the institution and its graduates in the larger community.
http://www.worcester.edu/Academics/Shared%20Documents/academicpoliciesproced ures.aspx? PageView=Shared#academic honesty )
Academic Support Services:
Students who think they may need academic assistance in order to achieve their educational ob- jectives should visit the Academic Success Center as soon as possible to maximize the benefit of the service.
Library Use - from College Wide Library Advisory Committee:
Worcester State Library has access to many articles through online data bases including J STOR, in addition many articles and book chapters are available to students through Inter library Loan (ILL). With a little planning, ILL expands your ability to get credible information sources about topics you pursue in your course work. Finally WSU students are free to use many of the library resources within the consortium. Given all of these resources it is extremely unlikely that you should have to pay for access to individual articles. Please work with the reference librarians to find the appropriate way to access materials you need. You have already paid for these resources through your fees-please make use of them.
Course Topics
Week 1
Benefits of Virtual Field Trips Curriculum Alignment
Best Practices for E-Learning
Assessments
Motivational Value of Technology Rubrics
21 Century Learning Tools
How to plan a Virtual Field Trip
Week 2
Visit Extreme Habitats
Accommodations for Special Ed students Learning outcomes
Self-learning tools
Field Trip Planner
Week 3
Social Studies Trips
Tour The American Museum of Natural History
Tour an Ancient Roman Villa
Tour The Collection at The National Gallery of Art
Searching by artist, title, or subject.
Museo Galileo Institute and Museum of the History of Science The Online Catalogue of the museums
Holocaust Museum Tour
Tour The Museum of Unnatural Mystery
Online Exhibitions from the Natural History Museum in London Tour the Sistine Chapel
Online Exhibits from Colonial Williamsburg
Explore Plimoth Plantation
The Great Wall of China Virtual Tour Ancient Greek Artifacts
Yellowstone Park Webcams
Virtual Gettysburg
Pick 3 design trip and rubric
Reflection
30 Virtual Field Trips Week Description/ Activity/ Grade Level
Week 4
How to Integrate Virtual Trips into the Classroom Routine Science trips
•John Muir Exhibit - This exhibit by the Sierra Club offers the concise story of Muir's life, writings, and works. It includes sounds, video, and text.
•Secrets of Easter Island - This is a beautiful Web site put together by Nova and PBS. It includes a tour of the island and the game Move a Megalith.
Motivational Value of Technology Rubrics
21 Century Learning Tools
How to plan a Virtual Field Trip
Week 2
Visit Extreme Habitats
Accommodations for Special Ed students Learning outcomes
Self-learning tools
Field Trip Planner
Week 3
Social Studies Trips
Tour The American Museum of Natural History
Tour an Ancient Roman Villa
Tour The Collection at The National Gallery of Art
Searching by artist, title, or subject.
Museo Galileo Institute and Museum of the History of Science The Online Catalogue of the museums
Holocaust Museum Tour
Tour The Museum of Unnatural Mystery
Online Exhibitions from the Natural History Museum in London Tour the Sistine Chapel
Online Exhibits from Colonial Williamsburg
Explore Plimoth Plantation
The Great Wall of China Virtual Tour Ancient Greek Artifacts
Yellowstone Park Webcams
Virtual Gettysburg
Pick 3 design trip and rubric
Reflection
30 Virtual Field Trips Week Description/ Activity/ Grade Level
Week 4
How to Integrate Virtual Trips into the Classroom Routine Science trips
•John Muir Exhibit - This exhibit by the Sierra Club offers the concise story of Muir's life, writings, and works. It includes sounds, video, and text.
•Secrets of Easter Island - This is a beautiful Web site put together by Nova and PBS. It includes a tour of the island and the game Move a Megalith.
•Explore the Estuary - If your students are studying the tides, ocean, or water dwellers, this is
an excellent site. It includes video tours.
•The JASON Project - This many-faceted site hopes to "put the thrill of discovery back into the classroom." It offers several different trips, including one that follows a crew living aboard the space station.
•Reach the World - Sail around the world on a 43-foot sailboat, and meet the crew who did it. You'll find separate centers for teachers and students.
•PolarHusky.com - This site chronicles the dog sledding expeditions made especially to educate the children of the world.
•GOALS: Global Online Adventure Learning - Educators developed this Web site to "intrigue you with the adventures, the sciences, the technologies and the underlying laws of nature that make them possible."
•The JASON Project - This many-faceted site hopes to "put the thrill of discovery back into the classroom." It offers several different trips, including one that follows a crew living aboard the space station.
•Reach the World - Sail around the world on a 43-foot sailboat, and meet the crew who did it. You'll find separate centers for teachers and students.
•PolarHusky.com - This site chronicles the dog sledding expeditions made especially to educate the children of the world.
•GOALS: Global Online Adventure Learning - Educators developed this Web site to "intrigue you with the adventures, the sciences, the technologies and the underlying laws of nature that make them possible."
Discovery Education
Inside the World 3M series
Curriculum alignment
Rubrics
Week5
Arctic Adventure Global Trek Google Lit Trips Hershey’s Factory Le Louvre Reflection
Week 6
Mt. Everest
Museum of Natural History
Panoramas of the world Space White House
Reflection
Week7 Sharing Reflection Articles
Week8
Presentations/Common Core Connections Wrap-up
Evaluations
Assignments:
Week5
Arctic Adventure Global Trek Google Lit Trips Hershey’s Factory Le Louvre Reflection
Week 6
Mt. Everest
Museum of Natural History
Panoramas of the world Space White House
Reflection
Week7 Sharing Reflection Articles
Week8
Presentations/Common Core Connections Wrap-up
Evaluations
Assignments:
Due Date:
1. Participation includes attendance, punctuality, and preparation for class and homework com-
pletion.
2. Design a virtual field trip using the virtual field trip planner Present a virtual field trip
Find websites that will enhance the trip
Research and write rite a 2-3 page paper on how the virtual trip went
2. Design a virtual field trip using the virtual field trip planner Present a virtual field trip
Find websites that will enhance the trip
Research and write rite a 2-3 page paper on how the virtual trip went
weekly
Oct. 12
Nov. 16
Nov. 9
Nov. 16
Oct. 19
Nov. 30
Nov. 30
Aligning curriculum and standards
Sample Assessments project
Research diverse internet resources
Article reflections/presentations
project
Oct. 19
Oct. 12
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