Please look into assessment 4. Report of 2000 words for tourism. Pick any topic out of the 4 you feel most comfortable with
WILLIAM ANGLISS Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 1 of 20 WILLIAM ANGLISS INSTITUTE Subject Delivery Schedule TOU551 Tourism Theories and Concepts Semester: Two Year: 2019 Co-ordinator Dr Caroline Winter Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 2 of 20 Teaching Team Subject Co-ordinator Lecturer and Tutor Dr Caroline Winter Dr Trini Abascal Location (office): A316 A336 Telephone: 9606 2315 TBC Email:
[email protected] [email protected] Consultation Times: TBC TBC Delivery mode: Blended Primary Delivery site: Melbourne campus Delivery details: Activity Group Room Day Time Lecture EG17 Wed 2.30pm – 4.30pm Tutorial 1 1 A227 Fri 10.00 – 12.00am Tutorial 2 2 A227 Fri 12.00 – 2.00pm Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 3 of 20 Subject Summary This subject introduces students to the multidisciplinary nature of tourism studies. The theoretical, strategic, structural and methodological approaches to understanding tourism are outlined in both the academic literature and the explanation of these principles as defined by the research produced by key academics, writers and tourism authorities within the field. Students will learn about the key characteristics, elements and factors that both are representative and formative of tourism. Importantly, students will be required to strip away the obvious external displays and concepts of how tourism is presented, to explain the underlying more subtle and culture driven meanings of tourism as a field of study and a body of knowledge. Students will be asked to consider and evaluate issues of historical, theoretical, ethical, cultural and philosophical relevance within tourism as a basis for structural meaning in their ongoing studies. Core academic research skills are embedded in this unit. Intended Learning Outcomes Key knowledge and skills students would be expected to attain by successfully completing this subject Intended Learning Outcome (ILO) Assessment Task 1 Examine the key historical, theoretical and political factors that characterise tourism as a field of study 1,4 2 Identify and explain both the positive and negative impacts of tourism 1,2 3 Explain the importance of tourism on a local, regional, national and global scale 1,2 5 Undertake prescribed research activities in tourism studies 3,4 4 Evaluate the relevant literature that defines and explains tourism principles 2,3,4 Graduate Attributes Graduate Attribute Level of inclusion Assessment task 2a ethical and social understanding t/f 1-4 3 systematic and coherent body of knowledge exa 1-4 4a (cognitive) analyse, critique, consolidate t/f 1-4 5 scholarly skills exa 2-4 6b teamwork skills exa 2 7a (communication) written, oral, numerical t/f 1-4 Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 4 of 20 Threshold Learning Outcomes This is the minimum threshold standards that are expected of all tourism, hospitality or events graduates To what extent does the task require students to evidence the TLO? Key: Weak (1) – Strong (5) Tourism, Hospitality and Events Threshold Learning Outcomes Level of Evidence Assessment task 1 Interdisciplinary Inquiry 5 1-4 3 Collaboration 3 2 5 Professional and Civic Responsibility 3 4 Student workload No. of timetabled hours/week No. of personal study hours/week Total workload hours/week 4 6 10 Assessment Summary and Due Dates Assessment Task Word Count When Assessed Weighting 1 In class tests (2) – tourism theories and principles, research concepts 45 min per test Weeks 5 &11 20% 2 Group debate covering the value, purpose and impact of a particular tourism concept, theory or application. Topics will be given to student groups by the subject coordinator. Teams of 3. 15 minutes per team Weeks 7-12 30% 3 Annotated bibliography (preparation for the essay) 800 Week 8 10% 4 Essay on a particular principle, idea or factor of tourism that is either reflective of the academic literature or that is exhibited within the scope of tourism as a field of study. 2,000 Week 12 40% Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 5 of 20 Please take the time to familiarise yourself with the Faculty Assessment Regulations. These can be found on the MyWAI portal under Higher Education announcements or use the link below: Faculty Assessment Regulations https://mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Assessment_Regulati ons.pdf Faculty Exam Regulations https://mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Exam_Regulations.pdf https://mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Assessment_Regulations.pdf https://mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Assessment_Regulations.pdf https://mywai.angliss.edu.au/images/Mywai/higher_education/he_documents/Exam_Regulations.pdf Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 6 of 20 Assessment 1: Tests to be held during the Lecture Assessment Type: Test, 45 minutes Weighting: Two tests, each of 10%, Total of 20% Due date: Week 5 and Week 11, during lecture The tests will comprise multiple choice and short answer questions. Test 1 in Week 5 will be based on Lectures 1 to 4 Test 2 in Week 11 will be based on Lectures 5 to 9 More information will be given closer to the dates. YOU ARE STRONGLY ADVISED TO ATTEND THESE TESTS Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 7 of 20 Assessment 2: Group Debate Assessment Type: In class debate Weighting: 30% Time Limit: 15 Minutes per debate team (Teams of 3 students) Each student to speak for 5 minutes Due date: Weeks 7-12 during Tutorials Topics will be given to student groups by the subject coordinator and debates will take place during tutorials, beginning in Week 7. Students will form into teams of 3 and argue either FOR or AGAINST their allocated question from the list below. That is, each week one team will present the FOR argument, and the other will present the AGAINST argument. Each team must submit a properly formatted (APA) Reference List. Please hand or email a copy to your tutor after the debate. You may wish to use Powerpoint slides, but it is not part of the marking strategy. Each presentation should be 15 minutes (5 minutes for each person). THE TOPICS ARE COMPLEX, BUT PLEASE BE ASSURED THAT WE WILL DISCUSS THEM WITH EACH TEAM DURING CLASS SO THAT YOU ARE CLEAR ABOUT YOUR TASK Tasks of each team will be: Team member 1: Introduction Introduce the Team members and their roles Introduce your Argument and briefly state why it is important Define key terms Team member 2: Main arguments Detail the main points that support your argument Team member 3: Summary and conclusions Summarise your team’s case/argument Critique (Rebut) the other Team’s argument Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 8 of 20 Topics for debate Students Date Topic 1: Commodification creates many benefits for tourist destinations. Versus Commodification causes problems at tourist destinations. Wk 7 Topic 2: Personal connection with a site is the most important for a tourist. Versus Tourists have multiple foci when they travel, not just personal. Wk 8 Topic 3: Information about places from films (film tourism) creates unrealistic expectations for tourists, and cause problems of authenticity for people and places. Versus Film tourism has many benefits for people and places. Tourists are not fooled by the images from films. Wk 9 Topic 4: Tourists want to visit World Heritage sites because they are authentic. Versus Tourists do not care about the authenticity of a site, so long as it is interesting. World Heritage status makes no difference to most tourists. Wk 10 Topic 5: To cope with GHG emissions and climate change, tourists will have to have their holidays at home. Versus Tourists will still be able to travel in a radical climate change scenario. Wk 11 Topic 6: When tourists just want to look at the sites, it causes less problems than having experiences. Versus The idea of tourists “just looking” at sites, causes just as many problems as experiences. Wk 12 Faculty of Higher Education TOU551-Sem 2-2019 Prepared by: Dr. Caroline Winter ©William Angliss Institute Page 9 of 20 Assessment 2: Debate Team Marking Rubric (30 Marks) Score Marks Reference List (4 marks) 0 Debate team did not submit a Reference List 1-2 Debate team submitted a Reference List, however it contained errors: were not judged as credible (i.e. Wikipedia), with APA format errors 3-4 Debate team submitted a correctly formatted, credible APA Reference List. In-debate Reference Usage (2 marks) 0 Debate argument had poor use of