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The Department of Interior Main Interior Building Sidney Yates Auditorium allowed a Diversity Days event audience to explore hard-to-reach National Park Service sites via Live Interactive Virtual Explorations (LIVE).
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For several years, National Park Service scientists, historians, and educators have been working with National Science Foundation-funded High Performance Wireless Research and Education Network (HPWREN) researchers on developing, implementing, and evaluating Live Interactive Virtual Explorations (LIVE) at several sites. The LIVE activities utilize...
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... two days in October 2010, federal employees and members of the general public participated in virtual visits to eight NPS sites via Live Interactive Virtual Explorations (LIVE) activities at the Department of Interior (DOI) Main Interior Building in Washington, DC. e LIVE activities were held in conjunction with the DOI Diversity Days event, and allowed the audience to experience hard-to-reach, culturally diverse sites throughout the country and interact with NPS ranges without leaving the city of Washington, DC. Diversity Days participants at the DOI Building included a group of inner-city youth, while participating NPS sites included the Knife River Indian Villages National Historic Site in North Dakota and the Hawaii Volcanoes National Park. e DOI site utilized a laptop computer connected to the auditorium’s audio speakers and video system, which included four plasma screens dispersed throughout the room and one large projection screen located on the front stage ( Figure 1). e Knife River and Hawaii Volcanoes sites park rangers were able to connect their laptops to the DOI laptop through Internet-enabled freeware that allows for real-time bi-directional video and audio. Located in rural North Dakota, the Knife River Indian Villages National Historic Site pays tribute to the Mandan and Hidatsa peoples, who had permanent villages of earth lodge dwellings in the area during the 1800s. e technology used for the LIVE activity between the Washington, DC, participants and the Knife River park rangers included a laptop computer equipped with a built-in microphone, web camera, and freeware (Google video chat). Both video and audio quality were evaluated and the majority of participants agreed that both were good. During the hour-long presentation, the park rangers remained in the earth lodge and one of them demonstrated a Native American chant accompanied by a Native American instrument. e LIVE activities between the NPS interpretive rangers and the audience sparked a lively question and answer session. Inquiries included, “What type of trading took place between the Native Americans and the settlers in the 1800s?” and, “What are the artifacts in the earth lodge used for?” Following the Knife River earth lodge LIVE activity, the audience was taken on a similar trip to the Hawaii Volcanoes National Park, where presenters were situated overlooking a smoking volcano and welcomed the audience in DC to the island with a Native chant. Following this opening, rangers introduced the park and engaged the audience, focusing on explanations regarding volcanoes in the area. Questions posed by the DC participants included “Can you feel earthquakes?” and “Have you ever stepped in hot lava?” e technology used for the LIVE activity between the Washington, DC, participants and the Hawaii Volcanoes National Park rangers consisted of a laptop computer with external audio headset/microphone and video camera. Skype, a freeware program, was used for the point-to-point, real-time video and audio. Both video and audio quality were evaluated and the majority of participants agreed that both were good. Permission to collect participant data was granted to researchers, including the authors, by the Human Subjects Research Program, at the University of California–San Diego. Data was collected through Likert-scale surveys in October 2010 directly following the Diversity Days event. e population consisted of 61 middle-school students (43 females and 18 males); ages ranged from 12-years-old to 15-years-old. Eighty percent (49 of 61) of the participants agreed that “the information was presented e ectively by the presenters” while 79 percent (48 of 61) said, “I learned a lot.” Sixty-two percent (38 of 61) said, “I would recommend LIVE activities to others,” and 64 percent (39 of 61) said, “I want to go visit the site in person now.” During both LIVE activities, participants engaged with the remote presenter and asked an array of questions as described in the Case Study sections of this paper. e audio was very clear and while video was su cient, it was not broadcast quality and sometimes appeared blurry (as shown in the gures). To enhance future events, researchers are examining additional so ware options to improve the video quality and also considering the implementation of hands-on manipulatives for LIVE participants to utilize before, during, and/or a er the remote tour and discussion. For instance, a duplicate of the Native American instrument would serve as a hands-on tool for participants to experiment with, a er the chant via LIVE technology. e remote park ranger might even be able to informally instruct the participants on how to conduct their own music and chant via the LIVE technology—if enough instruments were available at the education site. Additional possibilities include archiving the LIVE activities so that the participating parks can incorporate them into their web portals for viewing by website users. We would like to thank James Hale and Pablo Bryant for their imaginative technical expertise in support of LIVE activities. Many information technology and network security sta worked long hours to recon gure the DOI network to enable these programs; in particular, we would like to recognize Chad Piazza, Shane Compton, and Mike Maki with the National Park Service and Mike Mason, Roger Daniel, and Darrell Westbrook with the National Business Center Main Interior Building. e LIVE event from Hawaii Volcanoes was made possible by Mardie Lane, Wol e omas, Jason Zimmer, and Kupono McDaniel while LIVE from Knife River Indian Villages National Historic Site was made possible by Craig Hansen and Loren Yellow Bird. John Burden (DOI) and Sharon Eller (DOI) we thank for the invitation and support of our participation in Diversity Days 2010. Bruch, K.M., Braun, H-W., & Teel, S. (2010). Live Interactive Virtual Explorations via the High Performance Wireless Research and Education Network. In S. Mukerji (Ed.), Cases on Technological Adaptability and Transnational Learning: Issues and Challenges . Pennsylvania: IGI Global, 311-332. Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior , 23, ...
Citations
... In addition, virtual labs have a high potential for teaching and learning environmental science (Petersson et al., 2013). Interactive virtual explorations such as a Pacific Island Volcanoes Site (Bruch et al., 2011), a virtual island with Mediterranean monk seals that are amongst endangered species (Fokides & Chachlaki, 2019), the environmental influence of a natural disaster on a wetlands ecosystem (Pedersen & Irby, 2014) and a virtual ecological pond for children to observe aquatic plants and animals for learning about marine ecology (Tarng et al., 2010) can be seen as examples of how to use the virtual environment in nature-based education. ...
The activities, approaches, and classroom instructions in which technology is at the center gradually increase as a necessity of our world. Through classroom practice, it is aimed that children develop competence and skills from an early age. On the other hand, substantial research has been undertaken on nature-based approaches to children’s learning. However, integrating the benefits of nature-based learning and digital competencies has yet to be understood. The present study seeks to understand and explain this integration and relationship between nature and technology in the early years of education. For this purpose, this study used previous literature as a supporting resource. This review found evidence that the practice of integrating nature-based learning with technology is effective in children’s understanding and development. Therefore, this study can contribute to a better understanding of why and how to integrate these different approaches and should be valuable to practitioners wishing to support children with a well-rounded approach.
... Online programming, assuming the technological means can be made available, can also help to reach more diverse audiences otherwise separated by distance, socioeconomic, or cultural barriers. Virtual field trips can connect students to new places or enhance connection and understanding of familiar places, which may lead students to a visit or desire to protect these places (Barak and Ziv 2013;Bruch, Braun, and Teel 2011;Cohn et al. 2014;Tutwiler, Lin, and Chang 2013). ...
Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environ- mental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors’ explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show prom- ise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection.
... This provides endless opportunities for examining emerging practices in a timely fashion. For example, recent trends have included an enhanced emphasis on dialogic techniques, such as facilitated dialog and distance learning efforts (Bruch et al., 2011;Merritt et al., 2020). We urge practitioners and researchers to collaborate on evaluating these programs on an iterative basis as they develop. ...
We reviewed all manuscripts published within the Journal of Interpretation Research from 2010 to 2019 to identify lessons learned from the past decade and to propose future directions to advance the field. The last decade of the Journal featured a wide diversity of studies, including evaluations of interpretive programs and trainings, examinations of specific interpretive techniques, and various other related topics. We summarize the decade’s contributions and share lessons learned associated with interpretive techniques; organizational practices; professional development; diversity, equity, inclusion, and justice; visitor characteristics; and motivating attendance at interpretive programs. We then identify eight areas for future research, including: (1) measuring more ambitious outcomes; (2) identifying effective practices for diverse audiences; (3) studying innovations through adaptive management; (4) examining intergenerational learning; (5) evaluating professional development; (6) conducting organizational studies; (7) investigating the politics of interpretation and sensitive topics; and (8) partnering on research for diversity, equity, inclusion, and justice.
... Most park-based, climate change studies have focused on visitors' perceptions of climate change (Brownlee et al. 2013b;De Urioste-Stone et al. 2016;Watson et al. 2015). A few studies have evaluated the effectiveness of climate change interpretation programs (Barrett and Mowen 2014;Bruch et al. 2011;Ren and Folta 2016), or have examined how visitors respond to climate change interpretation (Clark et al. 2011;Moss et al. 2010). However, research is lacking regarding park interpreter perceptions of climate change; and relatedly, how their perceptions impact their interactions with visitors. ...
Parks and protected areas can be ideal settings for climate change communication since many visitors have an affinity for natural and cultural settings, and an interest in resource protection. However, climate-based education efforts in the Midwestern United States may need a slightly different approach since this region lacks obvious indicators, such as sea level rise and melting glaciers. Interpretation, an informal communication process designed to transmit scientific information to visitors in leisure-based settings, could be a useful strategy for engaging visitors in climate change discussions. Few studies have assessed perceptions of interpreters on this topic, much less, their willingness to communicate such information. To address this issue, a mixed methods approach (surveys, interviews, photovoice) was used to examine interpreters’ perceptions of climate change and its impacts in Missouri State Park and Historic Sites. Although nearly 70% of interpreters were either alarmed or concerned about climate change, many of them were unsure about its causation. Interpreters report observing impacts such as flooding, earlier plant blooming, high temperatures, extreme weather, and invasive species, but were uncertain about attributing these impacts to climate change. Interpreters did not believe that visitors would be responsive to climate-based education per se but thought the topic could be addressed in pre-existing programs and activities. Rather than discussing complex science with visitors, interpreters felt more comfortable with conveying the significance of resources at their sites. Implications from this study include acknowledging multiple viewpoints, framing strategic messages, and developing place-based educational materials.
The increasing and pervasive use of online technologies, especially social media, has inspired scholars to investigate how the Internet influences communication. As young people represent the fastest growing adopters of new online technology, much of this research targets youth activity online. But how is the communication discipline taking up this issue, broadly? Typically left to new media and computer-mediated communication scholars, we argue youth online activity raises new and exciting possibilities for researchers across the communication discipline. In this paper, we present a qualitative content analysis of communication research about youth and the Internet. Our analysis of over 700 journal articles provides a clear picture of past and present trends in communication research of youth online activity. Furthermore, we discuss the top four content themes, including: uses and gratifications, engagement, identity, and the uniqueness of youth experience. Critically, we articulate how such research organizes and positions youth in meaningful ways, paving the way for issues of inclusion. We call for a shift from a “difference” framework to one that more explicitly considers “complexity” before suggesting opportunities for future research that crosses and unites subdisciplinary boundaries.
