Last night, I was glancing at the news. The news was that education is finally doing virtual field trips. Say W H A T?
I thought , where has that reporter been and why did that reporter miss the many ways in the history of the use of technology that educators have used the technology in collaborative ways?There are new ESRI projects that are GIS centered. I am loving this new iteration of technology use. See here. http://www.esri.com/connected/explore-materials/#connect-ed-top
The Power of Mapping
A geographic information system (GIS) lets us visualize, question, analyze, and interpret data to understand relationships, patterns, and trends. But I digress..remind me to tell you about story mapping.
I had a Lumaphone. I , as a teacher paid the phone bill and we connected in black and white…around the world. It was similar to the connection shown on the virtual field trip showcased on television, and it was project focused. It was cool beans at the time. We were pioneers in the use of it. People were impressed. We are talking 1993.
Think Lumaphone, think CUSEEME. When we first initiated these projects, we got a lot of push back. The Washington Post humiliated those of us who tried CUSEEME.
CU-SeeMe was originally written by Tim Dorcey of the Information Technology department at Cornell University. It was first developed for the Macintosh in 1992 and later for the Windows platform in 1994. Originally it was video-only with audio added in 1994 for the Macintosh and 1995 for Windows. CU-SeeMe’s audio came from Maven, an audio-only client developed at the University of Illinois at Urbana-Champaign.
CU-SeeMe was introduced to the public on April 26, 1993 as part of an NSF funded education project called the Global Schoolhouse.
“It is Not About the Technology” tells about the Global SchoolNet’s Global SchoolHouse Project using the first multi-point Internet-based video conferencing to connect schools in the United States and with schools worldwide. By sending video and audio signals over the Internet using CU-SeeMe software, students were able to see and hear each other while they worked on collaborative assignments. As part of the program they interacted with special guests, such as Vice President Al Gore, the anthropologist Jane Goodall, Senator Dianne Feinstein and surgeon general C. Everett Koop.
The Global Schoolhouse project was centered around children, the faces of which you’ll see throughout this book. Larry Duffy of the Jet Propulsion Laboratory – was a very early user of CU-SeeMe. One day he popped into the CU-SeeMe reflector the GSH school-children were using. The kids explained what GSH was, how Larry could optimize his setup, and in general charmed him. Larry, the rocket scientist taught by high-school kids, is turn became a CU-SeeMe booster, setting up a reflector dedicated for the GSH, and having many interactions with the kids, and some notables as well. Steven Adams, also of JPL, became a “scientist-on-tap” for the GSH kids four hours a week.
Global Schoolnet has morphed into several other projects.
Global Schoolnet took me to Russia on behalf of the Eurasia Foundation. Talk about open doors to discovery!!Global SchoolNet’s mission is to support 21st century, brain-friendly learning, and improve academic performance through content-driven collaboration. it engages educators and students in brain-friendly e-learning projects worldwide to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding.
In 1994 WXYC used CU-SeeMe to simulcast its signal to the net and so became the world’s first internetradio.
On Thanksgiving morning in 1995, World News Now was the first television program to be broadcast live on the Internet, using a CU-SeeMe interface. Victor Dorff, a producer of WNN at the time, arranged to have the show simulcast on the Internet daily for a six-month trial period. CU-SeeMe was also used in a taped interview segment in which anchor Kevin Newman and Global Schoolhouse director and founder Dr. Yvonne Marie Andres discussed the future of computers in communication.
There were other projects:
Integrated Curriculum Projects
” Under the Microscope “television productions, Challenger Center .
NATIONAL GEOGRAPHIC KIDSNETWORK
I believe the Kidsnetwork projects were the most awesome as they were ecology and environmentally based.
“Solar Energy” Kidsnetwork, “What is in Our Water “Kidsnetwork, ” Hello” Kidsnetwork. ” What are we eating?” Kidsnetwork.” Acid Rain.” Kidsnetwork. “Trash”, 1988-through 1995.. Student work featured in various magazines, such as Scientific American, and Apple Magazine.
“Moonbase America”, ” Touching the Future”, ” Marsville”. “Mars City Alpha ” These were all national programs. We presented our models to the IEEE group and shared experiences with Moonbase America on a national teleconference.
As Young Astronaut Chapter Leader our teams had commendation from President Bush in 1992. Some of us participated in Challenger Center Faculty meetings in Arizona, Hawaii, Seattle. Challenger Learning Centers gave students the chance to become astronauts and engineers and solve real-world problems as they shared the thrill of discovery on missions through the Solar System.
Using space simulation and role-playing strategies, students bring their classroom studies to life and cultivate the skills needed for future success. Learning Centers reached into communities around the globe, engaging more than 400,000 middle school-age students and 40,000 educators each year.
CyberED , the truck, taking technology to the streets.
Enterprise and Empowerment Zones.. We taught the community and its families.
The spread of technology and communication projects was greatly assisted by Vice President Gore, who saw an opportunity for technology to be disseminated into schools. The picture above is from the tour of a CyberEd Bus that toured the US sharing technology initiatives in empowerment and zones. We had a presentation station that linked directly with a NASA center and we and the audience communicated the use of technology at NASA.
Many of us , digital pioneers worked hard and long to put collaborative technology to use. I think the first collaborative field trips I did were with NASA. I did not know that we were using Supercomputing but we did to speak to astronauts and to other centers. It was an absolute delight to be involved.Once, my class and I visited the White House ( as Young Astronauts) and we spoke to an astronaut in space . President George Bush and 8 astronauts were our collaborators. The children were understanding about the little lapse in time..we were experienced collaborators. The kids were excited about the hats the astronauts gave them and getting their autographs.
NASA also allowed us to collaborate with Rovers. NASA still have rover collaborations and contests. The most recent might be here. http://www.nasa.gov/beta/centers/marshall/news/news/releases/2015/15-056.html
I don’t have a picture of the students that I taught working with Astronauts and with Russian Cosmonauts but it happened. We virtually communicated with rovers in Canada. The students loved their involvement , learning and the collaboration. We had also done Marsvile. What a hoot!!
The Canadian National Marsville Program (CNM) is a unique program derived from the Challenger Learning Center’s Marsville program. The goal of CNM is to simulate habitation of the “Red Planet.” Students prepare for their adventure by studying space exploration and the planet Mars and then apply their knowledge as they create mission patches, design and build models of human life-support systems, construct Martian habitats and share their findings with other students from across Canada.
Each year the students’ mission patches are mounted on a special poster that is available to all participants.
Participating students work in teams. The primary task of each team is to design and build a model of one of nine different life-support systems. Life-support systems include; air, communications, energy, food, health and recreation, temperature, transportation, waste and water. Life-support systems are chosen by the teacher and students, and can be based on curriculum requirements.
Marsville Activities Still Going Strong in Canada
Over a three month period, starting on January 28 and running to late April, student teams work cooperatively to clarify the requirements for their life-support systems, brainstorm solutions and construct working models. Students are able to share their results and challenge teams across Canada using Team Blogs.
Early education pioneers did Rover challenges with classes, some International, and some collaborations within the Challenger Centers. I was a Challenger Fellow and we explored the new technologies in the centers and at the schools.National Challenger STEM Innovation Center
Challenger Center pioneered STEM education more than 27 years ago and continue to be a leader in STEM today.
In writing this article I simply was responding to the concerns that other educators had about the time line of virtual field trips and global collaborations. I have not included all of the groups that I know. email@example.com reminded me of the 27 year history of her group.
Earth watch also had virtual and real field trips. Participants shared from the field to other schools. I hope that others will add to this list. Thank you.
3 thoughts on “Virtual Field Trips and Global Collaborations in Education , Always Awesome!!”
Bonnie, You forgot to include CILC.org which has been around 21 years serving up Virtual Fieldtrips from hundreds of providers daily. Also we’ve been in the Global Collaboration field almost that long with 40,000 members from 95 countries. Just saying… Jan
Will focus on it in the next iteration. thank you.
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