![Sample our Museum and Heritage Studies journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5945/TOC-Subject-Sample-2021-Museum-Heritage-Studies.jpg"})
ABSTRACT
The authors will discuss how all cultural institutions can benefit from a top-notch virtual learning program in terms of outreach, diversity, and promotion of collection. We’ll provide ways to maintain an outstanding virtual program, and discuss data collected from museum educators from a wide range of diverse cultural centers to discuss the history and current state of Interactive Virtual Learning programming in informal and formal education.
Acknowledgements
The authors would like to thank the many that participated in surveys, interviews, and countless conversations, especially those referred to as “IVL Pioneers,” as you have forged an important and innovative path in education. We want to acknowledge the Center for Interactive Learning and Collaboration for all its contributions, and a special thank you to Ruth, Julia, Jan, and Tami, we greatly appreciate all that you do. Lastly, we would like to recognize our tireless leader, Allyson, for asking us to be part of this journey. We cannot thank you enough for your dedication and kind words of encouragement.
Disclosure statement
No potential conflict of interest was reported by the authors.
About the authors
Kasey Gaylord-Opalewski is the OurEcho Biodiversity Challenge Manager at EarthEcho International. She has extensive experience in designing, developing and coordinating innovative virtual programming for non-profit organizations, and has years of “on-air” experience as a virtual educator, receiving innumerable accolades for her lively and engaging marine science and conservation presentations. Kasey specializes in the interpretation and translation of scientific research concepts and utilizes strategic framing techniques to lead complex conversations, such as those focused on climate change. She has a strong interest in teen programs as well as public programming for adults, such as Science Cafés and professional development for educators and lifelong learners. Kasey holds a B.A. in Biology from Minnesota State University – Moorhead (2001), a Graduate Certificate in Coastal Studies (2004) and M.S. in Environmental Education (2006), both from Nova Southeastern University.
Lynda O’Leary is currently a museum educator at the Philadelphia Museum of Art. She has over twenty-three years’ experience in museum education, with extensive dedication to virtual programming. She joined the Division of Education at the Philadelphia Museum of Art in 1997, and began her work with its Distance Learning Program in 2001. In her role as Distance Learning Coordinator until 2016, Lynda oversaw all aspects of the program, including development of innovative programming, incorporation of new technologies, and audience growth and retainment. Under her leadership, the program received multiple awards for exceptional content, and was selected by Google as a launch partner for their virtual education initiative. In addition to her part-time work as a school programs educator, Lynda acts as a virtual programming consultant, having worked with numerous cultural institutions across the globe, and is also actively involved in her community through volunteering as the community partnership coordinator at a local public elementary school.
Notes
1 Barnes, et al., Mapping the Museum Digital Skills Ecosystem, 1–59.
2 Ibid.
3 Ibid.
4 Cole,et al., Videoconferencing for K-12 Classrooms.
5 Ibid.
6 “Interview with Educator Focus Group.”
7 H.323 is a recommendation from the ITU Telecommunication Standardization Sector (ITU-T) that defines the protocols to provide audio-visual communication sessions on any packet network. The H.323 standard addresses call signaling and control, multimedia transport and control, and bandwidth control for point-to-point and multi-point conferences.”
8 “Interview with IVL Pioneer Focus Group.”
9 “Interview with Educator Focus Group.”
10 Ibid.
11 Ibid.
12 A nonprofit organization established in 1994, CILC was founded by a major telecom provider with a mission to connect Indiana schools to museums, zoos and other state cultural organizations using videoconferencing. The original website was built to easily identify content for education, manage registration of programs, and to evaluate quality of content. In the early 2000’s, CILC expanded its reach to other states outside of Indiana, and then internationally. It has maintained its foothold as the “mothership” for both non-profit virtual educators and K-12 schools looking to book, create, promote, and learn in the field of Interactive Virtual Learning. Since its inception, CILC has provided a valuable resource to K-12 organizations, universities, and senior communities interested in scheduling interactive virtual programs with cultural institutions via CILC’s robust online directory.
13 One such community, is the Pinnacle Educator Collaborative (PEC), which is currently comprised of virtual educators that actively teach IVL programs in cultural institutions from across the globe and who use CILC as a portal to market programs. Members of the PEC community meet regularly to exchange best practices, share marketing opportunities, and work together to promote distance learning through PEC Festivals and other means. Currently there are about 80 members of PEC, with 40–50 that are regularly active in PEC meetings and events.
14 “Interview with Educator Focus Group.”; “Interview with IVL Pioneer Focus Group.”
15 “Interview with Educator Focus Group.”
16 “Interview with Educator Focus Group.”; “Interview with IVL Pioneer Focus Group.”; “Interview with PEC Focus Group.”
17 To be interchanged with: virtual field trip, virtual workshop, or virtual visit
18 “Interview with Educator Focus Group.”
19 Equipment needed will vary based on institutional needs but generally includes dedicated hardware (iPad, laptop, and/or video conferencing unit), quiet broadcast space equipped with production enhancement tools (such as sound proofing, green screen backdrop to project a digital background picture during programs), audiovisual equipment (such as microphone and additional speakers) as well as personnel or staff time, and funding.
20 Barneset al., Mapping the Museum Digital Skills Ecosystem1–59.
21 “Interview with Educator Focus Group.”
22 Ibdi.
23 “Interview with Educator Focus Group.”; “Interview with IVL Pioneer Focus Group.”; “Interview with PEC Focus Group.”
24 “Interview with Virtual Educator Focus Group.”
25 “Interview with Virtual Educator Focus Group.”; “Interview with PEC Focus Group.”
26 “Interview with Virtual Educator Focus Group.”; “Interview with PEC Focus Group.”
27 “Interview with IVL Pioneer Focus Group.”
28 “Interview with PEC Focus Group.”
29 “Interview with IVL Pioneer Focus Group.” Online interview by authors. March 7, 2019; “Interview with Virtual Educator Focus Group.” Online interview by author. January 29, 2019; “Interview with Virtual Educator Focus Group.” Online interview by author. January 29, 2019.
30 “Interview with Virtual Educator Focus Group.” Online interview by author. January 29, 2019; “Interview with Virtual Educator Focus Group.” Online interview by author. January 29, 2019.
31 “Interview with PEC Focus Group.”
32 “Interview with Virtual Educator Focus Group.”
33 Specifically, the highest number of IVL programs are delivered to K-12 students before winter vacations and summer holiday periods as well as after heavy testing dates; “Interview with PEC Focus Group.” Online interview by author. February 13, 2019.
34 “Interview with Virtual Educator Focus Group.”; “Interview with PEC Focus Group.”.
35 “Interview with Virtual Educator Focus Group.” Online interview by author. January 29, 2019; “Interview with Virtual Educator Focus Group.” Online interview by author. January 29, 2019.
36 “Interview with PEC Focus Group.”
37 “Interview with Virtual Educator Focus Group.”
38 “Interview with PEC Focus Group.”
39 CILC Program Statistics: July 2017 through June 2018. Report. Center for Interactive Learning and Collaboration. 1-18.
40 Gaylord-Opalewski and O’Leary. Surveys from K-12 Classroom Teachers.
41 “Interview with Virtual Educator Focus Group.”; “Interview with PEC Focus Group.”.
42 “Interview with PEC Focus Group.”.
43 “Interview with Virtual Educator Focus Group.”; “Interview with PEC Focus Group.”.
44 “Interview with PEC Focus Group.”.
45 “Interview with Virtual Educator Focus Group.”; “Interview with IVL Pioneer Focus Group.”; “Interview with PEC Focus Group.”.