flipbook presentation
DESCRIPTION
Best of both worlds Blended EdTRANSCRIPT
INCREASE ENROLLMENT
REMAIN #1 IN TOURISM TRAINING
NO ADDITIONAL COST
We happily present
Distance Learning for Tourism
Education that keeps on giving
The purpose of this project is to demonstration how an instructional design
can contribute to the education of tour guides and directors without compromising
the learning experience. By completing the basic class requirements online,
students will benefit by working at a pace that fits individual lifestyles as well as
saving time and money. The tourism school will also benefit by increasing class
size without the additional cost.
THIS IS WHAT STUDENTS WANT
FLEXIBILITY
LOWER COST
LESS INTRUSION ON TIME
A USEFUL EDUCATION
AN UNFORGETABLE EXPERIENCE
Then: Stand Back
Research shows adding more options for students to
learn will INCREASE
Student Enrollment
Explain Adult Learning Theory
There are many theories of adult learning. However, one of the most
widely accepted is Andragogy as defined by Knowles, 1984 as “the art and science
of helping adults learn.”(p. #43) Andragogy now seems to encompass a broader
meaning of student centered approach to education rather than a teacher centered
model.
One of the basic motivating factors for adult learners is the need to
know why they are learning. In the case of tourism training, adults know they are
learning to conduct a tour so they may start a new career and become proficient at
managing people and time. Adults utilize their past experience and apply it to help
learn new skills. Although tourism may be a new profession, adults are able to
relate to travelers through some of their own past experience. Participants in the
tourism classes have made the decision to gain knowledge in the field. They have
taken the responsibility for their own education. While they learn about problems
that might arise in a tour, they are eager to ask questions and solve the problem.
Apply Adult Theory
There are many intrinsic and extrinsic motivators involved in the tourism industry
preparation. The intrinsic motivators such as personal challenge are prevalent in tourism training
as students must deal with unexpected situations, unhappy travelers, weather changes, and
schedule issues. In addition, extrinsic motivators such as graduating with the class and finding
employment in the field are ever present. Participants in the tourism program may feel in
competition with other learners. The process of conducting a tour for the other students as part of
the final exam is usually the most motivating factor of performance on the part of the student
population.
Apply research methods to improve learning organizations
The research method chosen for the tourism industry training is both qualitative
and quantitative. The qualitative research method involves questionnaire and survey results given
to instructors, managers, and students. From these results, a needs analysis may emerge.
Following the qualitative research, a quantitative data collection may be appropriate as
comparisons are made with other tourism institutions that have an online student population as
opposed the number of new participants in the on campus version. Results of a Likert-type
survey given to both current students and graduates of the travel school indicate that the online
version of training would be valuable and welcomed by students. A more in depth interview
survey may be a part of the final presentation to the school.
Demonstrate and apply strategic planning
As discussed by Dick & Carey, (1996), the most common model used by
instructional designers is the ADDIE Model. The D is the ADDIE Model is for design. Once
need is determined, the design process may begin. In this stage, a specific and systematic plan is
designed that includes assessment instruments, lesson planning, and meeting project goals.
The higher goal of the travel school is to maintain their current reputation for
producing more employable tour guides and directors than most other schools. The strategic plan
for the instruction requires a close alignment with the existing curriculum. A strategy to meet this
expectation centers on the thoughtful design of a program utilizing video and audio equipment
placed in the classroom. A one-time expense can allow real time interaction with students who
are connected by computer at home. In this way, students make complete the majority of courses
at their own location. Attending a week-end resident event at the campus will allow students to
conduct a tour in the role of guide for a final examination.
This plan will permit more students to attend one of the top tourism training
schools which will increase enrollment while maintaining industry standards. Classes could be
larger and more cost effective. The instructional design is written to include the students who
are working remotely.
Demonstrate and apply business management for learning organizations
Schools themselves will benefit through adding an online component which will
allow more people to receive training without the time and expense required to physically attend
classes. Institutions who incorporate the online training will most likely realize increased
enrollment through the inclusion of student populations who may not be in a position to leave
families and jobs to attend on ground classes. These students may receive certification as tour
directors, or tour guides by watching and participating in class real time online through the
design of interactive e-learning such as class video transmissions. It is recommended that
ongoing scheduled evaluations of the program be attended either online or through
teleconferencing. These meetings should indicate any needed changes and continued scrutiny.
A distance learning version of curriculum will send a clear message that the
school is up to date and a trend setter within the industry. Benefits to be realized through the
inclusion of a distance version of the training include more participants, better time management,
ability to review classes repeatedly, and attracting self-motivated populations. As noted by
Merritt, “…the more we know about how adults learn the better we are able to structure learning
activities that resonate with those adult learners with whom we work.” (2008, p.93) Offering an
online version of the training shows respect for adult students who are more goals oriented and
bring life experience to the tourism industry.
In addition, the same testing evaluation criteria already in place at the onsite
campus may be used online. Students may demonstrate proficiency by video as they conduct a
real time tour in their own community. Integrate assessment strategies to improve adult learning
such as recognition and retention may best be validated by multiple choices testing throughout
the learning process. To assess teamwork skills and personality compatibility with the tourism
industry, a much shorter week-end trip to campus may be required.
Evaluate educational technology
The E in ADDIE is the evaluation phase. The technology recommended for this
training is made as simple as possible to accommodate the variety of adult student technological
orientations. A computer with high speed internet and a webcam are the only requirements for
the students in this project. The ability of the students to interact real time during the class is
crucial to success. Students may use e-learning modules designed for reading assignments and
quizzes.
Demonstrate and apply needs assessment for learning environments.
This phase of the design is the beginning step used in most designs. Research is
accomplished in the analyze phase which answers key questions that will determine the need. If
the need is not confirmed, there is no reason to continue with the design. In the case of the
tourism training, we may answer these questions directly. The learners are adults who would like
to either enjoy a new career, or who want to share their love of travel with others. Desired new
behavioral outcome is described as the ability to successfully accomplish a tour or direct one.
Learning constrains are the cost of time and funds to attend classes which are currently offered
only on campus. The need to implement a more student centered design is important to insure
longevity of the institution.
Design Interactive e-learning
The lesson plan will be the same as the campus version; however it will be delivered
through real time video of the classroom. Students will be given the opportunity to respond and
question as if they are present in the actual class as well as on the tour excursions. A prototype of
the idea will be set up in a classroom allowing distance attendance. The visual design will be
applied through the use of audio and visual equipment and a pilot program should be established.
The second D is the ADDIE Model is for the development phase. In the
development phase, the technology experts work with the designer to make the plan possible.
The finer points of graphics and e-learning integration are combined. Tests are done and
revisions are made accordingly. In relations to the tourism training, an e-learning component
with basic curriculum will be supplemented with the audio visual technology.
The I in ADDIE is implementation. The implementation phase is the time to
instruct all participants including instructors in the use of the technology. Books, tools, video
equipment and the website are part of the implementation. The implementation phase may also
be an evaluation of the program. The tourism training project will involve proficiency in video
recording and live interactions.
e .
Conclusion
As we continue to evolve in the technology of education, one of the questions
facing campus based institutions is can they continue to operate as they have in the past? Is it
possible to survive using antiquated methods of instruction which negate everything that is going
on around them? As noted by Ellsworth, (2000), people are often caught up in whether the
process will work and how to manage the change. It seems distance learning solves modern day
problems for us. The convenience, the time and cost saving element and the wonderful flexibility
contribute to the popularity. Like many things in life though there are times when the
blended approach can be more conducive to the experience.
References
Dick, W., & Carey, L. (1996). The systematic design of instruction (4th Ed.). New York: NY:
Haper Collins College Publishers.
Ellsworth, J. (2000). Surviving change: A survey of educational change models. Bloomington,
IN: AECT.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy.
Englewood Cliffs, NJ: Prentice Hall/Cambridge.
Knowles, M.S. (1984). Andragogy in action. San Francisco: CA: Jossey-Bass.
Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for
Adult & Continuing Education, (119), 93-98. doi:10.1002/ace.309
GO FOR IT!!!
Sierra Logan’s Capstone Project
EDU 669
Jones International University
Professor: Kathleen Kelly
June, 2013