Education Portal for Students in India

What is a virtual field trip for education? – Before diving into the benefits of virtual field trips, let’s start with a virtual field trip definition. After all, educational virtual reality (VR) is a relatively new phenomenon, and the metaverse is home to many different kinds of virtual experiences.

A field trip is defined as any “group excursion for the purpose of firsthand observation” or “an educational trip away from the classroom, as to give students firsthand experience.” Most students take field trips at some point during their educational careers, especially when they are in elementary school.

Virtual field trips, though, empower classrooms to travel farther away than their nearby park or local museum. As the name implies, a virtual field trip is a field trip that occurs virtually — that is, somewhere on the extended reality spectrum. Virtual field trips allow students to have experiential learning opportunities and go on educational excursions using the power of immersive digital technologies.
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What is meant by virtual field trip?

Designed for ages 9-15 but customizable for all ages, virtual field trips allow students to travel the world and explore natural environments without leaving the classroom. Each virtual field trip contains a video, teacher guide, and student activities.
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What should a virtual field trip include?

Virtual Field Trips: Ideas & Examples With Links for 2022 You found our list of the best virtual field trips, Virtual field trips are class outings that take place online, via platforms like Zoom, Google Street View or websites. While some of these activities consist of pre-recorded tours and videos, the best options tend to involve live video feed and student interaction with guides.

interactive virtual field trips virtual field trips for students the best virtual field trip ideas free virtual field trips for kids live virtual field trips

Here is the list!
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What is the importance of virtual field trips?

Virtual field trips offer possibilities their in-person counterparts simply cannot: –

Opportunity: Virtual field trips aren’t limited to where and when students can easily travel. In fact, classes can take students to places that would otherwise be impractical or impossible. They can connect with people from around the world in real-time, experience a historical moment as it might have happened or “handle” artifacts that otherwise wouldn’t be available to them. Pacing: Many virtual field trips allow students to explore an environment at their own pace. Students may revisit a location after the lesson to answer additional questions, reinforce learning they’ve forgotten or dive deeper into a point of interest. Accessibility: While there are still barriers to virtual field trips, they carry fewer accessibility concerns compared to exploring a physical environment in person. Because they are often media-rich experiences, virtual field trips encourage student learning through many means. They may include real-time conversation, video, and interactive activities. This is particularly helpful for neurodivergent students, and students who prefer to learn visually or experientially.

Like any learning activity, it’s important to consider how a virtual field trip fits into your curriculum. What standards does it support? What should the learning outcomes look like or how is it integrated with the day’s lesson plan? But with their low barriers to entry and the range of possibilities they offer both students and their schools, they’re primed to become an integral (and much-loved) part of a robust virtual or hybrid learning strategy !
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How do you use virtual field trips?

Benefits – Jasmin Poor, virtual field trip coordinator at Roper Mountain Science Center in Greenville, South Carolina, recently described the value of virtual field trips to ISTE conference attendees. Virtual field trips are not limited by distance and are typically more cost-effective than traditional in-person field trips.

They eliminate the need for transportation, decrease lost instruction time spent on travel, and involve fewer safety concerns (no permission slips required). In addition, virtual field trips create enriching, interactive experiences that cater to students of all learning styles and expose them to diverse perspectives.

“Technology allows students to travel the world, both in time and space,” said Poor, who teaches elementary and middle school e-lessons. “I want to spark students’ curiosity so that they are inspired to go out and learn.” It is important to note that virtual field trips are not without barriers.

• To participate in virtual field trips, educators and their students need internet access, a webcam (so the presenter can see the class), and a way to project an image on the whiteboard.
• Educators must also have a decent microphone and be aware that field trip content providers may be in a different time zone.

Some virtual field trip providers also charge a small fee.
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What are the 6 components of virtual field trip?

2 Definitions and background – Virtual field trips (VFTs) are a collection of technology-based resources used together to give students the learning experiences gained from an actual field trip (Arrowsmith, Counihan & McGreevy, 2005). VFTs are used both as a supplement to field trips, as well as to provide an alternative when an actual field experience is not possible (Tuthill & Klemm, 2002).

1. Virtual field trips may be comprised of images, animations, simulations, audio and video (Banister, Reinhart & Ross, 2010).
2. They may also include live broadcasts from scientists or field-trip locations, webisodes and a variety of student interactive learning materials (Cassady, Kozlowski & Kornmann, 2008).

Typically a VFT includes a variety of these materials used collectively to imitate the learning experiences that take place during a real field trip (Rasmasundaram, Grunwald, Mangeot, Comerford & Bliss, 2005). They allow a teacher to provide students with the sight and sound of a new environment without ever leaving the classroom.
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How do you make an educational field trip?

9. Tie the Trip into Your Curriculum – It’s a good idea to have curriculum lessons that are directly related to your field trip, in the days leading up to it! For example, you could have your students do some background reading on the place you’re visiting, and create in-class activities that will tie in with the trip.
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What is the purpose of field trip in education?

Definitions – There are many trips offered or supported by the school district regularly. The NASN describes school-sponsored trips as field trips, trips during extracurricular activities, interscholastic and intramural athletic events, and school club trips.

Below are the definitions of relevant terms as defined in the Regulations of Connecticut State Agencies (Regulations) §10-212a-1 with the exception of field trips and privately sponsored trips. Currently, there is no specific state definition for field trips, and each local district has the responsibility to determine its own individualized definition and policies.

However, the definition of field trips set forth below will be used for the purposes of these Field Trip Guidelines.

1. Extracurricular activities means activities sponsored by local or regional boards of education that occur outside of the school day, are not part of the educational program, and do not meet the definition of before- and after-school programs and school readiness programs. (An example of an extracurricular activity is a school club that is not tied to the curriculum, such as weekend school sponsored ski club.)
2. Field trips are trips that school districts offer to enhance or supplement the educational experience of students (NASN, 2013). Field trips include events or activities where students leave the school grounds for the purposes of curriculum-related study (part of the classroom experience), or outdoor education. These trips range from a few hours during the school day to extended overnights and even out of the state or country. Examples of field trips include:
   • day trip to museum, nature center, science laboratory, etc.;
   • recurring trips (if tied to curriculum);
   • overnight trips or longer trips for educational programs (such as Nature’s Classroom ); and
   • trips requiring special considerations, such as remote locations, near water or swimming facilities, involving animals, or adventure trails.
3. Intramural athletic events means tryouts, competition, practice, drills, and transportation to and from events that are within the bounds of a school district for the purpose of providing an opportunity for students to participate in physical activities and athletic contests that extend beyond the scope of the physical education program.
4. Interscholastic athletic events means events between or among schools for the purpose of providing an opportunity for students to participate in competitive contests which are highly organized and extend beyond the scope of intramural programs and includes tryouts, competition, practice, drills, and transportation to and from such events.
5. Privately sponsored trips are trips that are privately funded. They do not:
   • connect to the school curriculum or other school related events;
   • involve supervision or staffing by school personnel;
   • occur during the school day or school week;and
   • use school name in promotional materials.
6. Examples of privately sponsored trips include:
   • weekend fishing club (not a school club);
   • Boy or Girl Scout trip to camp; and
   • Boys and Girls Club trip to a local museum.

Privately sponsored trips as those described above are not school sponsored activities. Although school personnel (including school nurses) are often aware of privately sponsored trips, they are not required to, and they do not, plan, coordinate or supervise these activities.

1. Administration of medication means any one of the following activities: handling, storing, preparing or pouring of medication; conveying it to the student according to the medication order; observing the student inhale, apply, swallow, or self-inject the medication, when applicable; documenting that the medication was administered; and counting remaining doses to verify proper administration and use of the medication.
2. Medication means any medicinal preparation including over-the-counter, prescription and controlled drugs, as defined in Section 21a-240 of the Connecticut General Statutes.
3. Medication order means the written direction by an authorized prescriber for the administration of medication to a student which shall include the name of the student, the name and generic name of the medication, the dosage of the medication, the route of administration, the time of administration, the frequency of administration, the indications for medication, any potential side effects including overdose or missed dose of the medication, the start and termination dates not to exceed a 12-month period, and the written signature of the prescriber.
4. Qualified personnel for schools means (a) a full-time employee who meets the local or regional board of education requirements as a principal, teacher, occupational therapist or physical therapist and has been trained in the administration of medication in accordance with Section 10-212a-3 of these regulations; (b) a coach and licensed athletic trainer who has been trained in the administration of medication pursuant to Section 10-212a-8 of these regulations; or (c) a paraprofessional who has been trained in the administration of medication pursuant to Section 10-212a- 9 of these regulations. For school readiness programs and before- and after-school programs, directors or director’s designees, lead teachers and school administrators who have been trained in the administration of medication may administer medications pursuant to Section 10-212a-10 of these regulations.
5. School medical advisor means a physician appointed pursuant to Section 10-205 of the Connecticut General Statutes.
6. School nurse means a nurse appointed pursuant to Section 10-212 of the Connecticut General Statutes.
7. Self-administration of medication means the control of the medication by the student at all times and is self managed by the student according to the individual medication plan.

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How to use virtual field trips to achieve learning outcomes?

Our top tips for creating a virtual field trip: –

Work closely with your digital education team. They can guide you in best practice for digital pedagogies and will be able to make the virtual field trip delivery more professional and accessible to students. Introduce students to the concept of the virtual field trip early in the module so they can familiarise themselves with the way it works before they go out into the field, use it as a resource or walking guide within the field or as a post-fieldwork resource. Include all the data and information on the virtual field trip that you would need for those students who might be ill on the day or those with disabilities that may prevent them attending the trip. This means that all students can complete assessments linked to the field trip, supporting a more inclusive and equitable approach. Try to replicate field conditions by giving students an immersive experience online. Consider using aerial drone footage of the site, 360º ground shots and even sound recordings. Include a mix of photos, site videos and short explanatory or interview videos. Ensure that the virtual field trip and the platform you use can become a resource that is easily updated yearly. Co-produce material with students as a resource that can be passed on from cohort to cohort. Use online mapping resources and desktop studies to augment your virtual field trip. This allows students to pick up new skills such as online data visualisation, mapping and data gathering. Include a help video for students to guide them around the virtual field trip platform. This is an example of what we made available to students:

Beyond the traditional physical-based sciences and geography, virtual field trips can also be applied across many social science disciplines and the humanities. One example is walking tours of different urban and rural environments. One of our team is now planning to produce a virtual tour of Lincoln city centre from the university up to the cathedral.

• This will allow students to gain a wider geographical understanding of how city centres function in terms of economy, politics, religion, culture and history.
• A virtual tour such as this enables students to demarcate sites of social, religious and political contestation, as well as see how particular societal groups are excluded from or gravitate towards certain areas in and around the city centre.

This is just one example of how virtual field trips can augment existing teaching practices within more social-based disciplines, yet the possibilities are endless. So, we encourage you to go out there and “play the field” to see how virtual field trips can future-proof your own teaching.

Theresa Mercer is a senior lecturer in biogeography and planetary health; Andrew Kythreotis is a senior lecturer in political geography; Joseph Harwood is a senior technician in the College of Science; Josh Brown is a video producer; Toby Sims is a video development coordinator; and Malene Simonsen is a media production students, all at the,

: Playing the field: how virtual field trips can benefit student learning now and in future
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Are virtual field trips good?

Virtual field trips are a game-changer. Not only do they fill in for real field trips when budgets and other roadblocks prevent in-person options, but virtual field trips also open doors to educational experiences all over the country and the world, both past and present.
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What are the disadvantages of a virtual field trip?

Lesson 2: The Pros & Cons of Virtual Field Trips – Pros

Inexpensive Allow students to explore places that they might not have been able to visit otherwise. Students of all ages can experience traveling to far-off locations. Virtual field trips allow teacher to expose students to places not common in their geographic region. The use of the internet to provide virtual field trips increases the amount of information students receive during the experience. Virtual field trips cover a wider range of topics because they aim to meet learning standards in different states. Virtual field trips eliminate the problem of worrying about student safety almost completely.

Cons

Virtual field trips can only engage students’ senses of sight and hearing. Traditional field trips allow students to actively participate in their learning experience by providing opportunities for them to see, hear, smell and sometimes touch or taste the things around them.

Activity 1. Explore a virtual field trip to an animal shelter.2. Complete a google form, listing the pros and cons of the virtual field trip. Pros & Cons Google Form Click Here For Unit 3 Click Here For The Home Page
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What is field trip example?

A field trip is an trip made by students and a teacher to see or study something, for example a museum, a factory, or a historical site. Rachel enjoyed the class field trip to the aquarium in Boston.
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What are the two types of field trip?

Types of Nature Field Trips – I typically divide field trips into two main types, the natural and the cultural. The first major category of field trips is field trips about nature. In my mind, this section covers any and all field trips where the main purpose for the trip is learning something about the natural world.
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What is an example of a virtual field trip you could use in your own classroom?

2. Integrate Them Into A Unit – Virtual field trips are so easy to integrate into what you are currently learning! For example, are you doing a how-to writing unit? Then, you can take a virtual field trip to a crayon factory to see how crayons are made! Or maybe you’re about to start your science unit on animal groups? You could easily take a virtual field trip to an aquarium to learn about the different animals that live in the water. Plus, with the activities I’ve included for you to do at the before, during, and at end of a virtual field trip it makes it really easy to tie your standards into the lesson!
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What should a virtual learning environment include?

Learning Management Systems: Your Virtual Hub – When it comes to the future of eLearning, mobility, flexibility, and scalability are key factors to providing managers with a sustainable and successful training solution. Learners want access to resources and courses on their own time, in their own space, with content that’s engaging and memorable.

The ability to turn lessons and modules into games that offer badges and other online baubles for rewards spurs friendly competition and higher compliance rates. Video conferencing, Learners need face to face time with each other, teachers, supervisors, etc.Social networking. The VLE should include message boards, forums, or other ways in which the learners can communicate with each other and ask questions. Sharing classroom notes and collaborating on projects or discussions, even virtually, strengthens the learning experience.Skills and certification tracking. As learners gain new skills and achieve new levels of expertise, modules or courses that provide certifications or recognitions upon completion boost confidence and morale, and displays continuous professional development throughout the entirety of the employee lifecycle.

In addition, VLEs with open technology are able to incorporate multiple types of media and teaching methods to engage learners with complex and diverse backgrounds. AI and machine learning, microlearning and digital libraries are also all powerful tools in the online learning space.
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What does a field trip consist of?

Overview – The purpose of the field trip is usually observation for education, non-experimental research or to provide students with experiences outside their everyday activities, such as going camping with teachers and their classmates. The aim of this research is to observe the subject in its natural state and possibly collect samples.

1. It is seen that more-advantaged children may have already experienced cultural institutions outside of school, and field trips provide common ground with more-advantaged and less-advantaged children to have some of the same cultural experiences in the arts.
2. Field trips are most often done in 3 steps: preparation, activities and follow-up activity.

Preparation applies to both the student and the teacher, Teachers often take the time to learn about the destination and the subject before the trip. Activities that happen on the field trips often include: lectures, tours, worksheets, videos and demonstrations.

Follow-up activities are generally discussions that occur in the classroom once the field trip is completed. In Western culture people first come across this method during school years when classes are taken on school trips to visit a geological or geographical feature of the landscape, for example. Much of the early research into the natural sciences was of this form.

Charles Darwin is an important example of someone who has contributed to science through the use of field trips. Popular field trip sites include zoos, nature centers, community agencies such as fire stations and hospitals, government agencies, local businesses, amusement parks, science museums, and factories,

Field trips provide alternative educational opportunities for children and can benefit the community if they include some type of community service. Field trips also provide students the opportunity to take a break from their normal routine and experience more hands-on learning. Places like zoos and nature centers often have an interactive displays that allow children to touch plants or animals.

Today, culturally enriching field trips are in decline. Museums across the United States report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000.
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