Edu Tourism

L E I S u R E L earning via E dutourism: I n- S it u R ecreation-based E ducation Fenny Setiawan, Prof. Dr. Raja Maznah, Firuz H.Hussin, Lim Boon Yann Faculty of Education, University of Malaya L E I S u R E

Edu Tourism ? Training Program

Edu Tourism Sight-seeing and leisure program To gain new knowledge In different culture and context

Edu Tourism program = Event Based Training

start end schedule training event-based event pre post critical

compact short duration

minimal analysis/impact

unreliable evaluation

convenient implementation

Characteristics of Event based programs ?

Limitation of Time

condense training content within a short and compact duration

establish quick and close rapport between facilitator and participants

3. respond to in-situ changes during site visits

4. incorporate recreational activities

INSTRUCTIONAL DESIGN L E I S u R E

THEORITICAL GROUNDING First Principles M odel (Merrill, 2002) First Principles Model (Merrill, 2002) INTEGRATION Group presentation PROBLEM Training - Education Site Visit - Tourism APPLICATION Hands on activity – designing presentation DEMONSTRATION Field visit – to show the real situation ACTIVATION Gaining attention/rapport during training, fun element

covert immersion Understanding the Learner Learn i ng Env i ronment Participant-observation methodology: The researcher immerses in complete participation of all experiment activities and goes on to actively influence the direction of the group (O’Conner,2002)

Create Rapport

edu tourism program was designed to incorporate instruction hidden behind rapport-building activities in order to maximize impact Methodology

Model learners become motivated because they know that their learning outcome benefits themselves personally. Persona l

Finding – key finding

Problems faced in gaining participant – facilitator rapport

Strategies that promote participant-facilitator rapport

Strategies that gain learner attention

1 Problems faced in gaining participant – facilitator rapport Problems faced Description of possible causes Cultural differences

The differences in philosophies and beliefs,

Language barrier

The difference in language and jargon caused difficulty in communication

Longer time was need to solicit information or entice proactive dialogue from the learners

Seniority/status

The seniority or job-rank positions of the participants caused a barrier in the solicitation of rapport and attention

2 Strategies that promote participant-facilitator rapport Environment (context) Instructional strategies used Distance communication via email, fax, or SMS

Obtained as much info as possible on participant profiles

Pre-arranged all logistics

Pre- arranged the necessary protocols and correspondence to site visit

Designed & produced intro-packet (info handouts on venue/housekeeping, goodie-bag souvenirs, etc)

Venue at first point of contact (airport)

Prepared hand-held signboard

Ensured facilitator personality is proactive/chatty

Informal Situation (Welcome dinner, lunch break, on the bus )

Ensured facilitator provokes a proactive and reactive conversation

Ensured facilitator always willing to assist and welcomes participants’ questions and inquiries

Formal Situation (official site visit)

Played leadership role on behalf of the delegation and introduce the participants to the government representatives during the official visits

Ensured the facilitator played the role of mediator in dialogue sessions and conversations

also played the role of translator whenever needed)

Feedback and closing ceremony

Created in-depth intense conversations to solicit information from participants in order to establish long term rapport

3 Strategies that gain learner attention Types of learner attention Instructional strategies Proactive dialogue

Initiate a conversation to the participant in any occasion – during welcome pick up and dinner

Reactive dialogue

Giving and information about program outline and tourism info and seeking participants interest to gain participant reaction – during informal function

Continuos dialogue

Intellectual discussion among participant and facilitator – during official site visit

Solicit info

Initiate a conversation to trigger participant feedback and opinion – after official site visit

Solicit long term rapport

In-depth communication in informal/ formal context to build long term rapport – during the event and closing ceremony

Hidden Curricula into their instruction (Snyder, 1970) As this case study was one in a series of many edu tourism programmes, the findings are inconclusive as a stand-alone study It is hoped that the findings from this series will contribute towards building a foundation of applicable knowledge in the field of L earning via E dutourism, or I n- S it u R ecreation-based E ducation ( L.E.I.S.u.R.E ) Conclusion

References Bruner, J. S. (1961). The act of discovery . Harvard Educational Review 31 (1): 21–32. Bruner, J. (1966). Toward a Theory of Instruction . Cambridge, MA: Harvard University Press. Fowlkes, J. E et al., (1998). Event based approach to training (EBAT). The International Journal of Aviation Psychology, 8 (3), 209-221 Hall, E. & Hall, M. (1990). Understanding Cultural Differences: Germans, French, and Americans . Maine, Intercultural Press, Inc. Hussin, F (2004) Project Paper submitted in partial fulfillment for the requirements of Masters in Instructional Technology, University of Malaya: KL Hussin, F (2005 ) The Osmosis Project a.k.a. Instructional Architecture: Case Studies Exploring an Alternative Framework for ICT-Based In-Situ Learning, Seminar in Instructional Technology Research, University of Malaya. Hussin,F. & Salleh,U.K. (2006). Using Technology to Deliver Hidden Curricula: Reflections from Action – Researchers on Nurturing Learner Readiness. Proceedings of the Malaysia Education Technology Association Convention, on 9-11 September 2006 at Awana Langkawi. Joyce, B., Weil, M. with Calhoun, E. (2000). Models of teaching (6th ed.). Boston: Allyn and Bacon. Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing Merrill, M. D. (2002). First principles of instruction . Educational Technology Research and Development , 50(3), 43-59. Snyder, B.R. (1970) The Hidden Curriculum . New York: Alfred A. Knopf. Wolcott, H.F (2005). The arts of fieldwork . Rowman, Altamira

Thank you Faculty of Education, University of Malaya Fenny Setiawan, Prof. Dr. Raja Maznah, Firuz H.Hussin, Lim Boon Yann