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Documenting Value Added Learning Through Videoconferencing: K-12 Classrooms’ Interactions with Museums PROCEEDINGS

, Evaluation Consortium, United States ; , , Project VIEW, United States

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Project VIEW, a Federal (US) Technology Innovation Challenge Grant, has developed a model for integrating in-depth content of external providers into K-12 curriculum through interactive videoconferencing. Research and evaluation indicate that the model facilitates the development of programs through support not only of direct student outcomes, but also by addressing three current systemic educational initiatives. These initiatives, collaborative outcomes, alignment of teaching modalities with standards, and student-centered learning, are strengthened via the Project VIEW approach to videoconferencing. The paper addresses the role of Project View in supporting these initiatives and summarizes evidence of effective practices.

Citation

Newman, D., Barbanell, P. & Falco, J. (2005). Documenting Value Added Learning Through Videoconferencing: K-12 Classrooms’ Interactions with Museums. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 389-401). Chesapeake, VA: AACE.

Keywords


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