E-learning through Virtual Field Trips Essay Example | Topics and Well Written Essays - 2750 words

E-learning through Virtual Field Trips - Essay Example Here the word 'virtual' means "delivered via the Internet" (qtd. in Lai 135) and not taken to mean that it is an unreal experience. "VFTs involve electronic travel, via the Internet, beyond the classroom in either place or time, for the purpose of learning." (Hovell 135). By this definition, VFT can be classified as a form of e-learning. In designing e-learning programs, the delivery of the programs can either be in the (a) synchronous mode, where using technologies such as videoconferencing, interaction with remotely located students is made possible or (b) asynchronous method, using CBTs and WBTs, students work on the lessons independently. It is especially important to consider the merits of an e-learning program with respect to all aspects of the system - the learners, the instructors, access to technology, cost-benefit, value addition to the curriculum, intangible benefits etc. Apart from the challenges posed by virtue of being a form of distance education, e-learning warrants a different attitude to learning relying heavily on the ease of use of the underlying technology. The "Ten Benefits of Learners" (Broadbent 31) include: understanding and recall during online discussions, caters to a wide range of learners with different learning styles, easy access to learning material independent of time and place, ... The purpose of this paper is to: - Introduce the basic concepts and principle of VFT - Provide an overview of how to design a VFT by applying principles in e-learning - Describe the LEARNZ program as working example of VFT - Offer a conclusion regarding the value of VFT as an e-learning tool. Basic Concepts of VFT A Virtual Field Trip is an alternative to an actual field trip and not a substitute. VFTs offer an almost realistic experience by presenting 'an interrelated collection of images, supporting text and/or other media, delivered electronically over the World Wide Web, in a format that can be professionally presented to relate the essence of a visit .." (qtd. in Lai 136). "Bellan & Scheurman (2001) look on virtual and actual field trips 'as complimentary components in a powerful instructional approach' to learning. VFTs can serve as preparatory pre-visit motivators.. and focus attention on things students will see on the actual field trip" (Hovell 137). The essential components of VFT are: data collected during the trip, text used for descriptions, multimedia used for audiovisual effects and the technology that form the 'interactive components'. A logical and dynamic combination of these components, deliver the experience of an actual field trip to a location otherwise inaccessible for study to everyday learners, such the icy waters of the Antarctic Ocean or the architectural marvels of the Egyptian pyramids. The primary entities in the VFT program are: the students, the instructors, the Technology and the curriculum (the learning). Every entity in the system has an important role to play and is inter-connected with every

The History and Development of the English Language Essay

The History and Development of the English Language - Essay Example He translated many of the French and Latin works into the Middle English opening the horizons of knowledge even for the ordinary reader who could understand neither French nor Latin. It is generally believed that Chaucer wrote in the London dialect of the ME of his time; his writings, were, therefore meant for the Londoners (Freeborn 1998, p. 231). This paper seeks to analyze the linguistic features in Chaucer’s The Franklin’s Tale with special reference to its rhyme, metric form, use of suffixes, spelling, vocabulary change, foreign influences, morphological differences, syntax and other grammatical features. Elaborating on the rhyme and metric form employed by Chaucer Schofield states that â€Å"The Franklin’s Tale is in couplets, not strophes, and has only such interpolations as are regular in Chaucer’s work† (Schofield 2006, P. 182). Each of the couplets in the tale rhymes each other: words such as ‘kinrede- dread’, ‘distresse- worthiness’, ‘obeysaunce- penaunce’, ‘accord-lord’ etc very well show that the poem is written in couplets. One also need to understand that in many cases final (-e) suffixes in these words are not pronounced even though in certain cases they formed a separate syllable. As Freeborn observes, it shows that â€Å"in Chaucer’s day, some final (-e) suffixes were pronounced, and some were not, varying from one dialect area to another as the last of Old English suffixes finally disappeared in pronunciation, and so changed the grammar of the language. Chaucer had a choice which helped him in making his lines of verse flow easily. However, when reading his verse, remember that a final (-e) before a word beginning with a vowel or is elided, and not pronounced†¦.† (Freeborn 1998, p. 239). However, one should keep in mind that this final (-e) contributed to an additional syllable in his metric formation.