Module code
BML333
Title
Environmental Education and Interpretation Management
Programme
University of Chichester Business School
Level
5
Credits
15
ECTS*
7.5
Contact time
3hrs per week + tutorials
Acceptable for
Optional for BA (Hons) Sustainable Tourism Management and BA (Hons) EMS - option module for other routes
Excluded combinations
n/a
Mandatory/Optional
Optional for BA (Hons) Sustainable Tourism Management and BA (Hons) EMS - option module for other routes
Module Co-ordinator
Dr Jorge Gutic
Description As part of their role of enhancing and supporting the visitor experience, tourism managers are increasingly being required to engage in the delivery of environmental educational activities and the provision of interpretation of natural and heritage resources to their visitors, particularly in the context of protected areas and heritage attractions. Thus, the aim of this module is to provide students with the tools and skills required to communicate with visitors and increase their awareness and involvement in environmental and sustainability issues and encourage them to adopt sustainable behaviours. Equally, students will be equipped with the skills required to sensitively plan, develop and implement interpretation that supports natural and heritage resource management. After initially considering the potential reasons for undertaking education and interpretation for tourists, the module identifies and explores the skills required to deliver effective educational media and activities, introducing good practice techniques for a range of audiences, interests and media. The content then moves onto the relevant aspects of interpretation such as planning and designing interpretive media and evaluating their effectiveness. At the end of this module students are expected to have developed the skills that would make them highly employable professionals by public, private and charitable organisations involved in the provision of education and interpretation for visitors. In a wider management context, students will gain the skills, abilities and confidence to be effective communicators of ideas to different types of audiences. Outline Syllabus & Teaching & Learning Methods A number of different teaching and learning approaches will be used, so that students can experience diverse educational techniques from a learner's perspective, based on a programme of lectures, seminars, case studies, interactive hands-on workshops, student-led activities and field visits that introduce students to the key themes running through the module and help them to develop the skills and confidence needed to deliver educational and interpretative packages to different audiences. During the practical workshops students will have the opportunity and the support to practice the educational and interpretative skills developed in the classroom. Feedback and discussion will be generated through an investigation of key themes and related activities such as the analysis of the academic literature, management strategies, and real-life examples of environmental education and interpretation by a range of organisations, both in the UK and abroad. The classroom learning will be accompanied by demonstrations and workshops with hands-on, student-led, skill development activities, which will be further enhanced by undertaking several sessions outdoors. These approaches will be important in developing the skills and confidence needed to deliver face-to-face educational packages to audiences in the types of environments relevant to the module’s subject. Team work will be employed at times during these sessions. Additionally, the assessment tasks for this module are an important element of the learning strategy in that they enable students to apply their learning to the delivery of real-life 'products'. Key areas in the module include: • Definitions, rational and philosophy of environmental education and interpretation. • Understanding visitors’ needs and their engagement with education and interpretation; learning and communication theory. • • • • • •
Facilitation, presentation and delivery skills. Principles of effective interpretation; interpretive planning. Interpretive media; interpretive design and writing for interpretation. The potential, value, use, and application of digital technologies and social media in education and interpretation. Evaluating the effectiveness of education and interpretation. Managing education and interpretation events: health, safety and ethics associated with environmental education and resource interpretation.
Intended Learning Outcomes
How assessed**
On successful completion of this module students will be able to: •
Identify and explain the theoretical principles and methods behind effective environmental education and interpretation practice.
•
Critically discuss the potential functions that environmental education and interpretation may seek to achieve.
•
Product proposal
Product proposal
Select and apply appropriate communication and interpretation techniques to foster increased understanding and concern about environmental or
Product proposal / Product delivery
sustainability issues for a specific audience. •
Consider access and social inclusion issues relevant to environmental
Product Proposal
education and interpretation. •
Identify the planning and resource requirements needed to deliver safe and
Product Proposal
effective environmental education and interpretation. •
Consider and apply relevant digital technologies and social media in
Product delivery
environmental education and interpretation. •
Plan, design and deliver environmental education and interpretive materials.
•
Appraise the effectiveness of educational and interpretive media design and
Product delivery
delivery.
Product delivery
•
Reflect on own learning and performance and plan future self-development.
Self-assessment
•
Demonstrate and apply effective communication and literacy skills.
Assessment Scheme: Formative
All assessments Weighting %
Informal feedback will be provided through in-class workshops, practical demonstrations and fieldwork activities, and students will also have the opportunity to meet the module tutor in to review the progress of their assessments. Assessment Scheme: Summative Proposal for Education or Interpretation Product (40%; 1,400 words equivalent) Students will be asked to present an individual proposal describing and justifying their plans to the module tutor, allowing the tutor to contribute to the development and improvement of the final version, and to appropriately consider health, safety and reputational issues. Assessment Criteria • Evidence of identification of audience needs. • Evidence of selection and planning of appropriate education and interpretation techniques suitable to the target audience. • Identification of measures to assess the effectiveness of proposed delivery. • Evidence of identification and management of health, safety and reputational issues related to planned implementation.
0%
Weighting % 40%
Education or Interpretation Product (45%; 1575 words equivalent) Students will be tasked with design and delivery of an ‘educational or interpretative product’. The module tutor will define the exact nature of the product each year, to be selected from products such as an environmental play scheme or event, interpretive materials, or an educational 'pack' or website.
45%
Assessment Criteria • Ability to design a product that meets output targets outlined in assessment brief. • Evidence of selection and application of appropriate education and interpretation techniques that meet the target audience’s needs. • Ability to deliver a product and measure the effectiveness of the delivery. • Evidence of appropriate management of safety issues related to the implementation of the product. • Product is well structured, conforms to a high standard of literary, and (when relevant) demonstrates appropriate and relevant use of technology. 15%
Self-assessment of own learning (15%; 525 words equivalent) Students will be tasked with producing an individual written reflection and selfassessment of their own learning following the delivery of the product. This will include analysis and evaluation of their learning relating to effective delivery of educational and/or interpretative materials and the individual's own performance and contribution to the delivery of the product. It will conclude with a plan for future self-development. Assessment Criteria • Ability to identify and explain the theoretical principles and methods behind effective education and interpretation practice. • Ability to reflect on own learning and performance • Evidence of future self-development planning Reassessment Scheme
Weighting %
This assignment must be re-submitted as an individual piece of work (3500 word equivalent) by each student who has failed to pass the module, and will take the form of a revised version of the original proposal for the delivery of an education or interpretative product, which takes into account the feedback received from the tutor during both the planning and delivery of the failed version of the product.
100%
Indicative Reading Lists/Key Texts/Websites/other resources Barton, B. (2006) Safety, Risk and Adventure in Outdoor Activities, London, Sage Publications (E-book). Beck, L. and Cable, T. (2002) Interpretation for the 21st century: fifteen guiding principles for interpreting nature and culture. nd 2 ed. Champaign, Sagamore. Caputo, P. Lewis, S. and Brochu, L. (2008) Interpretation by design: graphic design basics for heritage interpreters. Fort Collins, InterpPress. Failte Ireland (2012) Sharing Our Stories - Using interpretation to improve the visitors’ experience at heritage sites. Dublin, National Tourism Development Authority [online] Ham, S. Housego, A. and Weiler, B. (2005) Tasmanian thematic interpretation planning manual. Hobart, Tourism Tasmania [online] Ham, S. (2013) Interpretation: making a difference on purpose. Golden, Fulcrum.< Pigram, J. and Jenkins, J. (2006) Outdoor recreation management. (2
nd
Veverka, J. (2011) Interpretive master planning. Edinburgh, Museumsetc
ed). Oxon, Routledge.