ASSESSMENT COVER SHEET
|Student ID number||HELI00xx (not applicable for short courses)|
|Subject Code and Title||xxx|
|Term of study||Term x, 202x (Short courses: use month/year e.g. Nov 2020)|
|Assessment word count||Word count xxx.|
|Assessment due date||xxx|
|Student Declaration||By inserting this table into the cover of my assessment, I declare that this assessment is my own work and based on my own personal research and study and that I have read and adhered to all requirements of the Student Academic Integrity Policy and Procedure.|
Abstract (approx. 200 words, does not count towards overall word count)
“An abstract is a short statement about your paper designed to give the reader a complete, yet concise, understanding of your paper’s research and findings. It is a mini-version of your paper. A well-prepared abstract allows a reader to quickly and accurately identify the basic content of your paper. Readers should be able to read your abstract to see if the related research is of interest to them” (BGSU, 2021). The abstract should be one paragraph of between 150 and 250 words.
In the era of mass tourism, phenomena such as sustainable tourism, responsible tourism, rural tourism, eco-tourism, pro-poor tourism and community-based tourism are now increasingly under the research microscope. These alternative forms of tourism have the potential to support sustainable community development and provide visitors with unique experiences. A case in point, from the perspective of tourists, is the growing market in search of an ever-more ‘authentic’ tourism experience, and the opportunity to immerse oneself in the local community. Those destinations that offer uniqueness through their history, food, customs, livelihoods and natural environment are increasingly in demand. From the perspective of the destination, the benefits of providing for alternative tourism, rather than mass tourism, include allowing the destination to become sustainable, protect community resources as well as provide social and economic development. This article will provide an ethnographic study of alternative tourism, specifically community-based tourism. A project located at Banteay Chhmar, in Cambodia’s far northwest region is used as a case-study. The article initially contextualizes and defines community-based tourism and investigates community-based tourism in Cambodia, specifically Banteay Chhmar. The article’s findings show community-based tourism at Banteay Chhmar has impacted positively on the community, however the stakeholders identify the project as not yet sustainable.
- Introduction (approx. 300 Words)
Monash University (2021) states that “The purpose of the introduction is to give your reader a clear idea of what your essay will cover. It should provide some background information on the specific problem or issue you are addressing, and should clearly outline your answer”.
Much has been written recently related to the utilisation of “Blended” teaching pedagogies being used to better engage today’s student (Davis, 2016; Dickfos, Cameron, & Hodgson, 2014; Khoo & Johnson, 2012; Lean, Moizer, & Newbery, 2014; Slomanson, 2014; Soma & Reynold, 2014). According to McLaughlin, Gharkholonarehe, Khanova, Deyo, & Rodgers (2015) the use of these “Blended” models of academic delivery move the education paradigm from one of teacher centered delivery, whereby the teacher is the focus of the learning, to learner centered instructional strategies where more emphasis is placed on the student to take responsibility for their learning. Senge (1990, p. 14) states that
real learning gets to the heart of what it means to be human. Through learning we re-create ourselves. Through learning we become able to do something we never were able to do. Through learning we re-perceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life. There is within each of us a deep hunger for this type of learning.
This report investigates currently enrolled students studying an undergraduate or postgraduate degree in Hospitality and/or Hotel Management, as well as faculty delivering Hospitality/Hotel Management courses, perceptions of face-to-face, blended, and fully on-line delivery models. This study will be conducted in Australia, Singapore, and the USA.
2.0 Critical evaluation of the teaching approaches and strategies (approx. 1,000 words)
Provides clear and effective critical evaluation of the efficacy/success of the teaching approach and strategies in terms of learner engagement. Evaluation should be linked to current theory and best practice in learning and teaching.
You should provide an introduction to this section before launching into the case study evaluations.
2.1 Critical evaluation of Case Study 1
2.2 Critical evaluation of Case Study 2
2.3 Critical evaluation of Case Study 3
3.0 Lesson Plan (approx. 500 words)
Clearly articulated lesson plan with learning activities that encourage learner engagement utilising appropriate technology, strategies and tools informed by best practice in learning and teaching delivery.
Lesson Plan Template
Replace all text with your own lesson plan content. You may also use a different lesson plan template.
|Educator’s name: Your Name||Date: 12 June|
|Course: Master of eLearning||Duration: 2 hours|
|Subject/Unit: HEP805||AQF Level: 8|
|Topic: Lesson planning||Delivery mode: On campus/ F2F/ Online|
|Aims of lesson: To plan & structure learning activities through developing a lesson plan|
|Intended learning outcomes: Learners will be able to… Write a lesson plan to structure effective learning … (additional learning outcomes)|
|Assumed prior knowledge: Some learners are existing educators and may have some knowledge about lesson planning. Aims & objectives covered in the morning session|
|Resources: Whiteboard pens; flip paper; blue tac; attendance register; 4 handouts; 1 worksheet; 2 lesson plan pro- formas per person; Powerpoint presentation & memory stick; Copy of Powerpoint as handout; computer & projector to be booked; assessment handout|
|Assessment: (how learning will be recognised) Lesson planning in class; educator observation; draft lesson plan produced and lesson plan for Assessment 1: Microteaching|
|Technology utilised: Lesson plan created in Ms Word. Learner resources to be accessed via Moodle LMS|
|Post lesson reflection:|
|Time||Content & Educator Activity||Learner Activity||Resource|
|12:45||Discuss aims & objectives- put into pairs; monitor pair work||Explain to each other the difference between aims & objectives & give an example of each linked to their subject||Attendance register|
|12:50||Tell students aims of session||Watching & listening||Powerpoint & Handout|
|12:52||Allocate groups of 3- discuss how you plan your lessons at present- monitor work||Buzz activity|
|13:00||Teacher input & Q&A- on how to plan lessons||Listening & watching & answering questions||Powerpoint; lesson plan pro- forma; 2 handouts|
|13:10||Allocate pairs- look through lesson plan sample & analyze the strengths & areas for improvement for the lesson plan- monitor work||Learners will work in pairs- using the lesson plan sample to critique content and structure||Lesson plan sample|
|13:20||Feedback- 1 good point & 1 area for improvement from each pair||Pairs provide feedback to the whole class for further discussion|
|13:25||Working individually or in pairs around subject specific areas- plan a 1 hour lesson for your subject using the template. Educator to monitor & support work||Lesson planning|
|14:25||Feedback – any questions/issues||Feedback, ask questions||Powerpoint|
|14:35||Sum up & review objectives of lesson||Watch & listen|
|14.45||Go through Assessment 1: Microteaching details and due date||Watch & listen & ask questions||Assessment 1: Microteaching handout|
|14.55||Recap of today’s session- ask each 1 thing they have learnt today||Offer answers||My lesson plan handout as example|
|Next session we are going to look at analysing who your learners are and their motivation||Listen|
|Homework/assignments set: Draft lesson plan-||Hand in date:|
4.0 Learner Engagement (approx. 750 words)
Justifies how the various aspects of the proposed lesson plan promote learner engagement and enhance subject (course) delivery. Rationale is based on current theory and best practice in learning and teaching.
5.0 Conclusion (approx. 300 words)
Often students feel tired from the effort of researching and writing an essay and toss in a few rushed words to finish up. But, the conclusion is the last paragraph your marker will see of your writing effort. So, it is worth putting in the last dregs of your intellectual energy to come up with a convincing conclusion. Conclusion paragraphs are about 5% of your essay word count (e.g. about 50 or so words per 1000 word essay). In clearly-written sentences, you restate the thesis from your introduction (but do not repeat the introduction too closely), make a brief summary of your evidence and finish with some sort of judgment about the topic. You can follow this basic pattern (recipe) for writing introduction paragraphs to help you get started (UNE, 2021).
This report has provided a useful ethnographic foray into a CBT Project in Cambodia. The purpose throughout has been to provide a narrative that explains the development, management and stakeholder perceptions of the CBT project located at Banteay Chhmar. To contextualize the case study, the researchers have initially explored concepts attributed to the evolution and principles of CBT. The methodology provided a justification for the research approach. The case study has reviewed the CBT Project at Banteay Chhmar, and in the process identified different perceptions from the project’s stakeholders. The case study draws attention to financial sustainability, notably with respect to the project, to social and human capital, suspicions and jealousies, structure and governance of the CBT Project, and finally the tourist experience. The researchers conclude the Project meets the majority of criteria to be considered CBT. The stakeholders are clearly concerned with the on-going financial support and requirements for the project. At the conclusion of this study, the Global Heritage Fund had agreed to provide financial support to the project for a further six months. Without a sustainable financial and marketing plan, and restructuring the CBT Project leadership, the future of the project is tenuous. The stakeholder narratives suggest that while the project has enjoyed a positive impact on the development of Banteay Chhmar, it is still some distance from being cited as an ultimate success.
6.0 References (does not count towards overall word count)
Bouilheres, F., Le, L. T. V. H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Education and Information Technologies, 25(4), 3049-3069. https://doi.org/10.1007/s10639-020-10100-y
Eric Curtis (2021, April 16). The future and change in Higher Education [Video]. YouTube. https://youtu.be/4k7ASEu-188
Department of Employment, Education and Training (1990). A fair chance for all: National and institutional planning for equity in higher education: a discussion paper. Canberra: Australian Government Publishing Service. https://www.voced.edu.au/content/ngv%3A2270
El-Azar, D. and Nelson, B. (2020). How will higher education be different in 2030? British Council. https://www.britishcouncil.org/voices-magazine/future-higher-education
Welch, A. (2020). Tensions in the evolving Australian Higher Education System: A complex, evolving mix. Higher Education Governance and Policy 1(1), 32-48. https://dergipark.org.tr/en/pub/hegp/issue/55277/758744
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