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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

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Presentation for PTPM Conference

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Page 1: Edu Tourism

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

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Edu Tourism?Training Program

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Edu Tourism

Sight-seeing and leisure program

To gain new knowledgeIn different culture and context

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Edu Tourism program

=Event Based Training

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star

t end

event

scheduletraining

pre

event-based

postcritical

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• compact short duration• minimal analysis/impact• unreliable evaluation• convenient implementation

Characteristics of Event based programs

?

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Limitation of Time

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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

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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)

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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

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Interpersonal Relationships

TaskEfficiency

IR

TE

Create

Rapport

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

Methodology

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Modellearners become motivated because they know that their learning outcome benefits themselves personally.

Personal

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Finding – key finding

1. Problems faced in gaining participant – facilitator rapport

2. Strategies that promote participant-facilitator rapport

3. Strategies that gain learner attention

 

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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

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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

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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

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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

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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

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Thank you

Faculty of Education, University of Malaya

Fenny Setiawan, Prof. Dr. Raja Maznah, Firuz H.Hussin, Lim Boon Yann