Edu Tourism
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Edu Tourism

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Edu Tourism Edu Tourism Presentation Transcript

  • 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