This video was filmed on December 7, 2011 as part of the National Geographic Live! Lecture series at National Geographic Society headquarters in Washington, D.C.

Introduction
Andrew Evans is National Geographic's digital nomad—always traveling and always wired. Share in the adventure as he explores great destinations around the globe.

Outline

• Dreams of traveling to Antarctica the old way, but with new technology (start-02:38 min.)
• Words, pictures, and sharing the excitement with readers (02:39-04:04 min)
• The starting point and writing the story as things happen (04:05-05:44 min.)
• Challenge: keeping batteries charged (05:45-06:23)
• Mexico and riding a school bus across Guatemala (06:24-08:20)
• Finding a way to make it work in Nicaragua (08:21-09:35 min.)
• Ecuador and the real Equator (09:36-10:48)
• Changing landscapes in Ecuador and Peru (10:49-11:22 min.)
• Bus tickets and video footage in Bolivia (11:23-12:20 min.)
• Crossing Argentina and the Strait of Magellan (12:21-14:55 min.)
• Making it to Antarctica (14:56-16:02 min.)
• Mapping the journey and a small planet (16:03-16:43 min.)
• National Geographic Society, a channel of intercommunication, and Twitter (16:43-18:48 min.)
• Twitter, tweeting, and poetry (18:49-20:36 min.)
• Criticisms of Twitter, a higher purpose, and being a digital nomad (20:37-23:22 min.)
• Tips from a digital nomad (23:23-26:07 min.)

Strategies for Using Video in a Variety of Learning Environments

• Have students preview several of the videos and choose the one they find most inspiring. Have students describe in writing a conversation they might have with the speaker(s).
• Freeze the video on a relevant image. Have students observe details in the still image and jot down predictions of what the full video might address. Discuss students’ ideas before and after watching the video.
• Pose an open-ended question before students watch the video, and have them discuss their ideas before and after in small groups.
• Have students determine what they think the key message of this video is. Was the speaker effective in getting his or her message across?
• Show a short clip to engage students during class, and then have students watch the full video at home and write a paragraph responding to the content or a question you give them.
• Have students note statements that represent facts or opinions, including where it’s difficult to tell the difference. What further research might help distinguish facts and opinions? How might the speaker’s viewpoint compare with others’ viewpoints about a topic?