Interactive Virtual Learning: Tried and True Content for Digital Learners

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Allyson Mitchell
Tami Moehring
A global pandemic forced educators to reconsider how they teach. Educators pivoted away from past practices and engaged the students through digital means. Interactive Virtual Learning (IVL) has been used for decades in education. This session will highlight best practices and resources to get educators prepared to implement IVL programs.

Audience:	Curriculum/district specialists, Library media specialists, Teachers
Skill level:	Beginner
Attendee devices:	Devices useful
Attendee device specification:	Smartphone: iOS, Windows, Android Laptop: Chromebook, Mac, PC Tablet: Android, iOS, Windows
Topic:	Distance, online & blended learning
Grade level:	PK-12
Subject area:	Social studies, STEM/STEAM
ISTE Standards:	For Educators: Learner Pursue professional interests by creating and actively participating in local and global learning networks. For Students: Global Collaborator Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Additional detail:	ISTE author presentation

Proposal summary

Purpose & objective

Purpose:
How can synchronous technologies be utilized as a tool to achieve learning outcomes? Presenters will strive to answer this essential question with their collective 40 years of experience in synchronous Interactive Virtual Learning to share their expertise with participants in a practical manner.

Objectives: Participants will...
Learn more about the pedagogical evolutions in the field of Interactive Virtual Learning
Understand the synchronous technologies necessary to successfully produce IVL programs, past and present
Discover new ways to adapt in-person learning experiences to a digital format or strategies to develop IVL programs for the first time.
Gain a practical knowledge of the resources and investments to consider when developing a realistic funding model or budget for IVL programs

Outline

Welome, introduction of presenters, and program format
Historic Overview of Interactive Virtual Learning
When was synchronous learning established in the field of education?
Technology Set-Ups: Identify Tools Not Trends
What is required to deliver IVL programming?
Teaching Approaches: Remaining Interactive with Remote Learners
What is needed to adapt or design an Interactive Virtual Learning (IVL) experience?
Program Development: Investing in Lasting IVL Programs
Questions Addressed:
Where to invest resources to create and promote a sustainable IVL program?
Conclusion: Explore existing IVL content with a virtual visit from a experienced Provider
Are there case examples that demonstrate the value to the learners at a distance?

Supporting research

Bower, Matthew, Barney Dalgarno, Gregor Kennedy, MarkJ. Lee, and Jacqueline Kenney. Blended Sychronous Learning: A Handbook for Educators. Sydney: Office of Teaching and Learning, 2014.

Cole, C., Ray, K. and Zanetis,J. Videoconferencing for the K12 Classroom: A Program Guide (2nd Edition), International Society for Technology in Education, May, 2009.

Ciecko, Brendan. How Museums Generate Revenue Through Digital Content and Virtual Experience." Alliance of American Museum Blog, July 2020.

Fullan, M., Langworthy, M., & Barber, M. (2014). A Rich Seam: How new pedagogies find deep learning. London: Pearson.

Gaylord-Opalewski,Kasey and O’Leary Lynda, “Defining Interactive Virtual Learning in Museum Education: A Shared Perspective,” Journal of Museum Education, 44:3, 253-263, DOI: 10.1080/10598650.2019.1625015(2019)

Greenberg, Alan D. and Jan Zanetis. The Impact of Broadcast and Streaming Video in Education. San Jose: Cisco Systems Inc., 2012.

Gruenewald, David A. “Foundation of Place: A Multidisciplinary Framework for Place-Conscious Education.” American Education Research Journal 40.3 (2003) 613-654. Print.

Hilton, Dale, Levine, Arielle and Zanetis, Janet, “Don’t Lose the Connection: Virtual Visits for Older Adults,” Journal of Museum Education, 44:3, 253-263, DOI: 10.1080/10598650.2019.1625015(2019)

King, Brad and Barry Lord. Manual of Museum Learning. London: Rowman & Littlefield, 2016.

Lindsay, Julie. The Global Educator: Leveraging Technology for Collaborative Learning & Teaching. International Society for Technology in Education, 2016. Print.

Mark K. Felton & Deanna Kuhn (2007) “How Do I Know?” The Epistemological Roots of Critical Thinking, Journal of Museum Education, 32:2, 101-110 (2007).

Mitchell, Allyson, Yoshida, Hitomi, and Linn, Sarah, “A Tale of Technology and Collaboration: Preparing for 21st-Century Museum Visitors ,” Journal of Museum Education, 44:3, 253-263, DOI: 10.1080/10598650.2019.1625015(2019)

National Education Association. Partnerships of 21st Century Learning. Preparing 21st Century Student for a Global Society: Educators Guide to the Four Cs. Washington, DC. 2012

Parry, Ross, Doris Ruth Eikhof, Sally-Anne Barnes & Erika Kispeter. One by One: Building Digitally Confident Museums: Mapping the Museum Digital Skills Ecosystem. Leicester: University of Leicester, 2018. Accessed January 2019.
Sanger, Erika, Stan Silverman & Anne Kraybill. “Developing a Model for Technology-Based Museum School Partnerships.” Journal of Museum Education 40.2 (2015) 147-158. Print.

Simon, Nina. The Participatory Museum. Santa Cruz: Museum 2.0, 2010.

Zanetis, Janet, “The Beginners Guide to Virtual Field trips,” Learning and Leading with Technology, International Society for Technology in Education (ISTE), March, 2010.

Zanetis, Janet, “4 Expert Tips for Using Video in the Classroom,” EdTech magazine, December, 2015.

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Presenters

Allyson Mitchell, Penn Museum

Throughout her professional, Allyson Mitchell has been dedicated to understanding the role technology plays as a tool in achieving learning outcomes in formal and informal education. She has held a variety of leadership roles within Departments of Learning in museums, where she assists educators in integrating museum content and digital tools in their curriculum. Mitchell has oversaw the design of several distance learning environments and supporting interactive virtual learning programming. She has consistently sought opportunities to present at conferences as well as publish scholarship that extensively evaluates the implications of asynchronous and synchronous technologies within the field of education.

Tami Moehring, CILC