The Open SUNY Center for Online Teaching Excellence February 24, 2015 • Volume 3 • Issue 2

I would like to share what I know about Virtual Field TripsVirtual field trips capitalize on one of the greatest advantages of the online learning technologies: the lack of barriers to exploration. Virtual field trips allow learners to engage with authentic artifacts and explore places important to their discipline of study and consistent with their individual learning needs.

What is itA virtual field trip can involve attending an artistic performance, or connecting with a leader in the field of study. During a virtual field trip students can be guided through museums, historical documents, national monuments, agencies, or organizations specific to the course content. The opportunities for learning on a virtual field trip are limited only by the creativity of the leader (the faculty) and the engagement of the traveler (the learner).

How it worksOnce the destination is selected the virtual field trip needs to be planned: goals and objectives, a guide for exploration, and specific outcomes and souvenirs to be gathered by the traveler, and then shared with the entire class. A discussion board, wiki, or blog can be used to bring everyone together to share their individual journey.

What I didI have used virtual field trips in a variety of courses. I have sent students on trips to museums, to national agencies, and to professional organizations to meet with leaders in the field. The virtual field trip enables learners to visit and explore destinations relevant to course concepts and aligned with course learning objectives. I frequently use a virtual field trip at the beginning of a course to provide a “big picture” of the content we will be studying during the course.

How I did itAs a nurse educator, my students and I have visited the National Institute of Nursing Research, the National Library of Medicine, the Grave sites of famous nurses, the National Patient Safety Foundation, and many other places to enhance understanding and application of course content. Each “trip” has specific objective and an itinerary of activities as well the opportunity for the “traveler” to explore areas related to their career interests or learning needs. These field trips bring the real-world perspective to concepts discussed in course text-books as well as provide a national and global perspective to the material being studied. In addition, learners often find tools and resources that are useful in the academic studies as well as in their professional practice.

Why I did itThe opportunity to visit locations outside the learner’s geographic home without the expense of plane tickets, hotels and time away from family and work commitments is not feasible in the traditional classroom. Designing virtual field trips that acknowledge the unique characteristics and interests of each learner, and that grant the learner access to resources that are useful in the course and beyond, culminate in a learning activity that is effective in achieving course objectives, promoting disciplinary socialization, and is satisfying and enjoyable to the learner.

COTE NOTE

What I know about Virtual Field Trips

Deborah RainesDr Raines is a perinatal researcher, curriculum design consultant and educational technologist. She is currently working on a variety of

projects designing and implementing innovative education and evidence based clinical programs. She is a Sigma Theta Tau International nursing expert for Sharecare (http://www.sharecare.com). In 2012 Dr. Raines was appointed the editor of the Evidence Based Research column for Neonatal Network: The Journal of Neonatal Nursing. In August 2013 she joined the faculty of the School of Nursing at the University at Buffalo. Virtual field trips was an Award Winner: 2014 Sloan-C Effective Practice Award.

The Center for Online Teaching Excellence

“The opportunities for

learning on a virtual field

trip are limited only by the

creativity of the leader

and the engagement

of the traveler.”

The Open SUNY Center for Online Teaching Excellence

COTE NOTE

Staff The COTE Community Team: Alexandra M. Pickett, Associate Director, Open SUNY; Martie Dixon, Assistant Academic Dean, Distance Learning & Alternate Programs, Erie Community College; Patricia Aceves, Director of the Faculty Center in Teaching, Learning & Technology, Stony Brook University; Lisa Dubuc, Coordinator of Electronic Learning, Niagara County Community College; Christine Kroll, Assistant Dean for Online Education, Graduate School of Education, University at Buffalo; Deborah Spiro, Assistant Vice President for Distance Education, Nassau Community College; Vicky Sloan, Distance Learning Coordinator, Clinton Community College; Erin Maney, Senior Instructional Designer, Open SUNY; Lisa Raposo, Assistant Director, SUNY Center for Professional Development

This publication is produced by the Open SUNY Center for Online Teaching Excellence under the SUNY Office of the Provost.

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February 24, 2015 • Volume 3 • Issue 2

What happened when I did itBased on students’ posts to share their experiences and learning from the virtual field trips, it is evident than many students really explored their destinations and accessed documents, or viewed items relevant to their individual nursing practice settings. In each group, a couple of students reached out to ask questions, or seek additional information from staff at the site being visited. This additional student-initiated activity is evidence of their engagement in and the effectiveness of the virtual field trip. Students share photos from their destination, links to tool-boxes, or white papers, and some students

even visit the gift shop and share virtual gifts for other class members.

What I learnedStudents appreciate the change from reading text document, viewing videos and responding to discussion probes. They also enjoy the freedom to explore specific aspects of a destination specific to their individual interests and career goals. For example at the National Institute for Nursing Research or the National Patient Safety Foundation a nurse practicing in pediatrics will explore different documents and tools than a nurse who practices in hospice or in an adult cardiology setting. Over time, it has been observed that a number of students re-visit the destination of their virtual field trip and reference document or use tools from the site in assignment or projects later in the course.

How others can use itThe virtual field trip can be designed and implemented with no special software or equipment. All that is needed is access to the internet, the web-address/URL of the place to be visited, a discussion board, wiki or blog where students can share their travel experience and findings and some creativity to structure a fun and educational activity.

While each virtual field trip is different, the following are general steps in the creation of a virtual field trip.

• Identify destinations consistent with the objectives of the course and the learning needs of the students. Everyone may visit the same destination or a choice of destinations may be presented to the learner. Whether there is a single destination or a choice of destination is determined by the desired learning outcome.

• The leader/instructor must visit each destination, during the development process, to identify which areas, activities or resources the visitor (learner) will be directed to explore.

• Script an introductory statement to engage and interest the student in the activity. Including a map with the destination highlighted or a statement of the importance of the destination to the field of study.

• Provide a general focus or what the learner needs to achieve during their trip.

• Give the URL to the destination.

• Provide a guided tour and step-by-step instruction to get the visitor to the portion of the destination web-site that will facilitate achievement of the learning objective.

• Give clear details of what visitor need to look for, collect or observe while at the destination.

• Encourage learners to gather souvenirs, pictures and other memories/interesting findings from their trip to share with the class.

• Create an activity where each student shares and discusses their trip and what they learned with other students in the class. A discussion board, wiki, blog or voice-thread are all mechanisms for this sharing activity.

• Make it fun – include graphic and color in the field trip announcement.

• Consider sharing your trip to the destination as an example for the students as well as to demonstrate your involvement and participation in the field trip.