Scholarlink

The Covid-19 pandemic has sparked a global movement to explore the use of EdTech beyond the traditional classroom design. This chapter examines the possibilities and limitations of Gather—a highly customizable virtual and open world—in reconceptualizing the historical fieldtrip design and experience. The virtual curation of a historical environment—such as the sights, sounds, and space—offers an immersive experience that bridges historical distance with the past and provokes “historical thinking” among learners (Seixas & Morton, The big six: Historical thinking concepts. Nelson Education, 2013). Furthermore, in this “open world”, students are given the autonomy to freely explore and interact with their surroundings. Such authentic and curiosity-driven learning promotes student-centric learning, twenty-first-century competencies, and an interest in the past (Hébert & Jenson, Canadian Journal of Learning and Technology 46(3), 1–22, 2021). The design process of conceptualizing this virtual fieldtrip will be drawn out using the TPACK framework. This will explain the logic of the lesson goals, pedagogical methods, and technological decisions. In the process, the chapter will also utilize the RAT digital evaluative model to assess the effectiveness and limitations of the selected platform in transforming the traditional fieldtrip experience.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Cholera! A Fieldwork Lesson Package to Induct Students into the Public Healthcare System of the Colonial Period

  • 章节

  • 发表日期：

    2025年

查看全文
  • Zhen Ye Ang,
  • Gabriel Wen Jun Lim

摘要

The Covid-19 pandemic has sparked a global movement to explore the use of EdTech beyond the traditional classroom design. This chapter examines the possibilities and limitations of Gather—a highly customizable virtual and open world—in reconceptualizing the historical fieldtrip design and experience. The virtual curation of a historical environment—such as the sights, sounds, and space—offers an immersive experience that bridges historical distance with the past and provokes “historical thinking” among learners (Seixas & Morton, The big six: Historical thinking concepts. Nelson Education, 2013). Furthermore, in this “open world”, students are given the autonomy to freely explore and interact with their surroundings. Such authentic and curiosity-driven learning promotes student-centric learning, twenty-first-century competencies, and an interest in the past (Hébert & Jenson, Canadian Journal of Learning and Technology 46(3), 1–22, 2021). The design process of conceptualizing this virtual fieldtrip will be drawn out using the TPACK framework. This will explain the logic of the lesson goals, pedagogical methods, and technological decisions. In the process, the chapter will also utilize the RAT digital evaluative model to assess the effectiveness and limitations of the selected platform in transforming the traditional fieldtrip experience.