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As much as I appreciated this article for how it addresses the benefits of an avatar with virtual reality learning, I mostly appreciated the real-world support VR could offer-including virtual reality field trips. Discovery Education and Google Expeditions seem to be frontrunners for virtual reality field trips. However, I would also like to support my students in creating their own virtual reality locales/research sites. All the best, Viggy (C.A.) #TT2021

Art Daily Tweet (REUTERS/Stefan Wermuth) http://www.artdaily.org/index.asp?int_sec=11&int_new=44618&int_modo=1 High resolution images of famous art work will be available on you laptop! Google has partnered with museums like MoMa- NYC, Freer Gallery of Art- Washington D.C. , Museo Reina Sofia, Madrid - Spain, Museum Kampa, Prague - Czech Republic, National Gallery, London - UK, Palace of Versailles - France, Rijksmuseum, Amsterdam - The Netherlands, The State Hermitage Museum, St Petersburg - Russia, State Tretyakov Gallery, Moscow - Russia, Tate Britain, London - UK * Uffizi Gallery, Florence - Italy and the Van Gogh Museum, Amsterdam - The Netherlands. The site features over 1000 images, virtual gallery tours and something called Street View where "users can move around galleries virtually, selecting works of art that interest them and clicking to discover more or diving into the high resolution images, where available." Users can also use the Create and Artwork feature where they can save view of artwork they enjoy and build a collection of their own. I have been to MoMa, Van Gogh Museum, Amsterdam, Rijksmuseum, Amsterdam and the Freer Gallery of Art- Washington D.C s I would like to see how these collections are represented and how this new Google tool works.

A couple of years ago the optimistic view on virtual schools prevailed. For several students this learning environment provided the safety they had lacked in traditional schools either because emotional, social or other reasons. Contrary to the original enthusiasm, however, today more and more analyses refer to the problems of these schools. The Virtual Schools in U.S 2019 - among others - describes this problem in detail.

This article compares the use of virtual labs and face-to-face labs. Can virtual labs be used as a substitute for on-campus labs?

#TT2041 Using this software, students can virtually participate in chemistry labs that correspond to the lesson taught, for a risk-free and safe environment for all ages.

This systematic analysis investigates the utilization of virtual reality (VR) as an educational approach, particularly focusing on personalization techniques. The study reviews 69 research papers, examining factors like sample demographics, educational topics, benefits of VR in education, study limitations, and software development aspects.

Scroll down to see the virtual activity example posted here. I really appreciated this, as it is visual and interesting and goes well beyond a typical discussion board or written response.

A ton of other links embedded in blog post from Tony Karrer

I've been experimenting with virtual labs in my physics courses - here's a bit of independent support for that notion. So far I've simply used the University of Colorado PhET site, but am interested to find other sources too. Wonder if anyone else has taken a more considered approach to multimedia "virtual" learning tools.

Even as today's college student experiences a variety of classroom forms (i.e., "brick and mortar", virtual, hybrid), social media's use and influence are evolving depending on context. Widely embraced as a tool for personal or business purposes, the notion that social media could be an effective tool for educational purposes has received recent attention. #TT1711

Reaching agreement on the convenience of online classes is easy, but arguing in favor of a synchronous learning experience in a virtual classroom is harder. Debunking the top 10 myths about synchronous online teaching helps refute the arguments against it, while the transformational nature of online teaching can convert skeptics into supporters.

Reaching agreement on the convenience of online classes is easy, but arguing in favor of a synchronous learning experience in a virtual classroom is harder. Debunking the top 10 myths about synchronous online teaching helps refute the arguments against it, while the transformational nature of online teaching can convert skeptics into supporters.

I can't believe that people still believe all these myths. However I have colleagues that still resist even limited technology in hybrid classes.

Or classroom. Digital Flipbooks like "Flipsnack" are an interesting way to create online content that connects learners with innovation. Through virtually flipping pages you can add .pdf's, url's, meme's, gifs, and other digital content to be stored in one virtual textbook. This would be great for manuals, textbooks, or any type of file sharing.

A digital library containing Java applets and activities for K-12 mathematics

use this tool to create virtual handouts, syllaby, and homework assignments!

Millennials live and breathe on social media, so teachers are learning how to incorporate the medium into the classroom successfully. In doing so, teachers not only encourage students to engage actively in the material, but they also provide online communities for students that might not exist for them in real life.

Suggestions include: having students use Twitter, Facebook and Flickr to share work, using hashtags to live tweet, requiring students to blog, using LinkedIn to reach out to experts, using Google Hangouts for virtual office hours, post assignments and messages in Edmondo, conducting class in Second Life.