edu tourism
DESCRIPTION
Presentation for PTPM ConferenceTRANSCRIPT
L E I S u R E
Learning via Edutourism: In-
Situ Recreation-based
Education
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 knowledgeIn different culture and context
Edu Tourism program
=Event Based Training
star
t end
event
scheduletraining
pre
event-based
postcritical
• compact short duration• minimal analysis/impact• unreliable evaluation• convenient implementation
Characteristics of Event based programs
?
Limitation of Time
1. condense training content within a short and compact duration
2. establish quick and close rapport between facilitator and participants
3. respond to in-situ changes during site visits
4. incorporate recreational activities
INSTRUCTIONAL DESIGNL E
I S
u R
E
INTEGRATIONGroup presentation
PROBLEMTraining - Education
Site Visit - Tourism
APPLICATIONHands on activity – designing presentation
DEMONSTRATIONField visit – to show the real situation
ACTIVATIONGaining attention/rapport during training, fun element
THEORITICAL GROUNDING
First Principles Model (Merrill, 2002)
First Principles Model (Merrill, 2002)
LearningEnvironment
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)
covert immersionUnderstanding the Learner
Interpersonal Relationships
TaskEfficiency
IR
TE
Create
Rapport
edutourism program was designed to incorporate instruction hidden behind rapport-building activities in order to maximize impact
Methodology
Modellearners become motivated because they know that their learning outcome benefits themselves personally.
Personal
Finding – key finding
1. Problems faced in gaining participant – facilitator rapport
2. Strategies that promote participant-facilitator rapport
3. Strategies that gain learner attention
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
1 Problems faced in gaining 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
2 Strategies that promote participant-
facilitator rapport
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
3 Strategies that gain learner attention
Hidden Curriculainto their instruction(Snyder, 1970)
As this case study was one in a series of many edutourism 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 Learning via Edutourism, or In-Situ Recreation-based Education (L.E.I.S.u.R.E)
Conclusion
ReferencesBruner, 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