Dr Andrew Clegg University of Chichester

1
Dr Andrew CleggUniversity of Chichester
2
(No Transcript)
3

• Training, Education and Interpretation
• Indicative Aims
• Evaluate the complete training cycle from the
  analysis of training needs through to the
  implementation and evaluation of training
• Design and deliver effective training and
  interpretation strategies that take account of
  learning processes, learner and trainer styles,
  evaluation and assessment tools, and appropriate
  supporting technology and resources

4

• Training, Education and Interpretation
• Content
• The Function of Training
• Training Needs Analysis
• Evaluation and Validation
• Training Design and Materials
• Training Delivery
• Introduction to Interpretation
• Directed Interpretation
• Self-Guided Interpretation
• Interpretation as part of Visitor Management
• Educational Styles and Approaches

5

• Background
• Since 1999 registered trainer for the Regional
  Tourist Board Partnership delivering courses from
  the national Welcome to Excellence Programme
• In 2001, secured the national contract to
  redevelop Welcome Management in partnership
  with Customer 1st International
• Now national master trainer for Welcome
  Management
• Track record in developing and delivering
  training for Tourism South East

6

• Training, Education and Interpretation
• Assessment Components
• Education pack (40)(1,400 word equivalent per
  student - group mark)
• Presentation and delivery (20)(700 word
  equivalent per student - individual mark)
• A reflective practitioner log/peer assessment
  process (40) (1,400 word equivalent - individual
  mark) which requires students to keep track of
  their own group performance and reflect on how
  each group member has contributed to the
  successful completion of the module assignments

7

• Training, Education and Interpretation
• Education Pack Assessment Criteria
• Clear rationale underpinning the design of the
  educational materials, linked to clear learning
  outcomes
• Clear and logical structure, including effective
  instruction, reflecting the level of the intended
  audience and related curricula
• Evidence of a range teaching and learning
  techniques employed, drawing on appropriate
  resources and technologies
• The quality of support materials, in terms of
  their presentation, layout, design, written
  style, and level of interaction

8
(No Transcript)
9

• Training, Education and Interpretation
• Delivery Assessment Criteria
• Clear structure and instruction
• The quality of organisation and delivery
• Depth and knowledge of the educational materials
  developed
• The level of engagement with the intended
  audience
• Perceived relevance of the workshop and quality
  of materials from the point of view of
  students/staff invited to the workshop

10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15

• Training, Education and Interpretation
• Reflective Practitioner Log Assessment
  Criteria
• Identification of individual role in group
• Reflection upon own and colleagues learning
• Contribution to group work
• Support provided to other group members (as
  appropriate)
• Evidence of completion of assigned tasks (as
  appropriate)

16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20

• Critical Success Factors
• Engagement with the Universitys Widening
  Participation Team
• Early planning and room bookings
• WP provides monies to allow the students to
  produce high quality materials
• Pre-visit by students to invited schools
  (training needs analysis)
• Employer Engagement involvement of industry
  training consultant
• Peer Assessment (to combat free-loaders)

21

• Feedback
• The game was very interesting, educating and fun
  and was run in an excellent way I really
  enjoyed it
• The game makes you feel like you are in the
  game, it makes you learn more and is much better
  than in a text book

22

• Feedback
• 'The students found the day inspirational - it
  was their first glimpse of a world they had never
  seen before, and for several of them it was a
  turning point in their lives. The atmosphere on
  the minibus on the way home was buzzing, as they
  raised their sights and started planning for a
  future they had previously not believed possible
  
• Boundstone Community School Teacher

23

• Feedback
• The undergraduates were extremely well-prepared,
  the materials were excellent, they managed the
  school pupils very successfully and there was
  clear evidence of structured learning taking
  place

24

• Marking Profile

Grade Profile 2005 2006 2007 2008
Level 3 Grade Average 63.48 64.01 57.64 ----
BAM317 Grade Average 78.50 83.73 78.75 81
25

• Summary
• Non-written forms of assessment allow students to
  demonstrate a broader range of skills and
  competencies (e.g. organisational and
  interpersonal skills)
• The assessment actually highlights student
  understanding of issues covered on the degree
  programme
• Achieving a balance between individual and group
  assessment dealing with free-loaders

26

• Summary
• Intensive mode of assessment as two staff members
  needed to cover the day with parallel groups
  running
• Support of Widening Participation Team has been
  central in terms of planning and organisation
  160 pupils in the last four years
• From a WP perspective, the assessment highlights
  that HE is not all about written forms of
  assessment and examinations

27
Dr Andrew CleggUniversity of Chichester