There will be explained the difference between real and virtual fieldtrips and some insights given into working process in the development of virtual fieldtrips.
Online exhibition: Virtual fieldtrips
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Virtual fieldtrips: theoretical aspects
Virtual excursions, virtual fieldtrips, and virtual fieldwork are trendy pedagogical approaches, but their meaning is not clearly defined. Virtual field trips have been proposed as an alternative or complement to field activities, and as a key tool to bring the “outside” into the classroom. Virtual field trips vary greatly in their scope of student participation by participatory tool. For example, videos and podcasts are commonly used in classroom settings, but they are primarily observational, with low requirements for student participation. Understand better a virtual fieldtrip experience.
According to Stainfield et al. (2000), a virtual field trip has three main characteristics:
- Allowing observations to be made without being on the actual site or having a lecturer at hand to explain,
- Allowing interaction with the virtual environment through participation, exploration, analysis, and learning and testing of skills both old and new,
- And allowing interaction at its best.
Virtual tools also exist to increase student participation. Learning through virtual excursions has two main components: student autonomy and interactivity. Learn more in the mooc.
We can make a difference between different types of virtual fieldtrips (Leininger-Frézal and Sprenger, 2022).
A virtual visit
A guided virtual field trip
In contrast, a guided virtual field trip, such as the one created in partnership with the Virt’Ex project at the University of Hamburg and the University of Paris City, allows students to walk through the eco-neighborhood of Bretigny sur Orge, a district in the suburbs of Paris. Students can follow an itinerary or explore freely in the space through an interactive map, move around in 360-degree panoramas, or view photos. The tasks dedicated to students are not limited to observation.
Resources :
References:
Leininger-Frézal, C. & Sprenger, S. (2022). Virtual Field Trips in Binational Collaborative Teacher Training: Opportunities and Challenges in the Context of Education for Sustainable Development. Sustainability, 14(19), 12933. https://www.mdpi.com/2071-1050/14/19/12933
Stainfield, J., Fisher, P., Ford, B., & Solem, M. (2000). International virtual field trips: A new
direction? Journal of Geography in Higher Education, 24(2), 255–262. https://doi.org/10.1080/713677387
Friess, D. A., Oliver, G. J. H., Quak, M. S. Y., & Lau, A. Y. A. (2016). Incorporating
“virtual”’ and “real world” field trips into introductory geography modules. Journal of Geography in Higher Education, 40(4), 546–564. https://doi.org/10.1080/03098265.2016.1174818
Real fieldtrips
The real fieldtrips presented in V-global were the results of project meetings in Athens (2022), Hamburg (2023) and Madrid (2023). The project partners explored the three cities under different aspects of global change and sustainability. These three real fieldtrips were the basis for the creation of virtual fieldtrips. If you are planning a virtual fieldtrip on your own, this would be a good starting point.
Athens real fieldtrip (2022)
In Athens, the focus was on neigbourhoods and sustainability.
Hamburg real fieldtrip (2023)
In Hamburg, urban greening and city development in relation to architecture and vegetation was the main issue.
Madrid real fieldtrip (2023)
In Madrid the activities concentrated on cultural aspects of city development.
