Enhancing student employability using airline technology

8/9/2019 Enhancing student employability using airline technology

1/14

Enhancing student employability through technology How the use of a computer reservation

system can help develop the skills and competencies required in the work place.

Introduction and Background

Many tertiary education institutes are under increased pressure from government, as well as fee-

paying students and their families for more clarity about the way in which their curricula build skills

and competencies needed in the work place(OECD, !!"#$ %hese competencies are needed to meet

the constantly changing needs of learners, employers and professional travel companies$ &OOD

&E'E)* +'%ODC%O .%)%EME'%

%his task outlines the redesign of my teaching of 'ational Certificates in %ravel$ +n this redesign, +

use )madeus, an airline computer reservations system, as a tool for the ma/ority of the 01 credits

that + teach over semesters$ %his enhancement will ideally enhance the student2s future employment

opportunities in the travel industry$ + also hope that the new structure will engage learners in

assessment and feedback, both critical elements for improving learning$ 3)44 5+%3 %3+.6

Contet and current practice

Description of the course prior to the initiative

7or 08 years + have been teaching content for two 'ational Certificates in travel, including levels 9 and

:$ + have worked through this material, block by block, unit standard by unit standard, like a *ego setwith four walls constructed around the edge, but little substance in the middle$ .tudents cover 01

credits (01! hours of content# which are to be delivered in 9! weeks$ My attention was so focussed

on what the institute and our industry training organisation would consider the finished structure, that +

feel + did not communicate the tacit knowledge re;uired by industry$ (+ )DM+E %3+. 3O'E.% .E*7-

E7*EC%+O'#

!roposed Changes

+t is my intention that students will demonstrate their digital skills in relation to a range of commonly

used travel technologies and apply them for a greater percent of their academic /ourney$ My hope is

that students will ac;uire a far more robust of the world2s travel agencies and is

used by 001 airlines$ +t is a system where a consultant can create reservations, ticketing? create

airfares and pricing, revenue management, along with accurate information on visas, passports,

climate, health regulations, currency e=change, hotel and car bookings$ )s students become au fait

with )madeus, + then introduce yet another new computer programme, @Airtual %ravel OfficeB (A%O#

which is a @back officeB which is a system to file clients2 profiles, to produce documentation, such as


2/14

receipts, invoices$ Essentially, the A%O system mirrors all the information that is loaded into the

)madeus programme and then generates all the administration tasks$

"ationale for proposed change

+n the 'ational Certificate in %ravel (levels 9 :#, at present, only three unit standards cover the useof )madeus, amounting to a total of 08 credits (08! hours# barely 0!> of the curriculum, when in

reality the travel industry would use an airline computer reservation system and back office for "!> of

their working day, for all forms of booking itineraries$

My decision to introduce changes is largely based on the feedback that + received from graduating

students in e=it interviews and the recognition of the centrality of )madeus for their future work

re;uirements$ .tudents felt that much of the present content, overlapped and suggested they could

have used technology in many of the units and therefore e=perience an authentic work place

scenario$ epresentative student comments are presented here

I loved Amadeus, it was hard to learn to begin with, but after using it a while I felt like a

professional and was very comfortable with all its keys and commands...

Amadeus was my favourite, I felt like I was actually doing something that travel agents do.

I got sick of all the written assessments that seemed to ask the same questions, just about

different countries , I know each country is different but not much stayed in my head, like the

difference between ietnam and !ambodia, I honestly couldn"t tell you much about each

At first I hated Amadeus, I thought I was dumb, but after a few weeks it got easier and I got

really good at it, I liked being able to see the bookings I was making like it was real

#Anonymous students, date $ovember %&'() #*+A- /0A!1)

#heoretical support for my initiative

%he responsibility for building my *ego construction rests purely on my shoulders, since unit

standards lend themselves to integrated assessment and can facilitate a holistic approach ('F) #,

but + realised that + was fitting the student to my institutionalised mind set rather than adapting

teaching to students2 needs ('icol, !!8# ()uthentic self-reflection- well done6#

+ was contributing to the students2 learning, by breaking up the learning into even siGed *ego pieces

and providing a tool to use with each block$ + was also coaching, advising, modelling tasks and putting

up scaffolding on my model house$ )ll of these approaches helped to get students to the roof$

3owever, + was not preparing students to fulfil Aygotsky2s statement that @what the child is able to do

in collaboration today he will be able to do independently tomorrowH (Aygotsky, 0IJ", p$ 00#$


3/14

+n order to counter this limiting method of subliminally encouraging students to focus on the end

product of each unit, + have had to ;uestion whether + was /ust building walls with a mi= of *ego and

Duplo, highly praised products which did not necessarily click together to ensure a sound structure$

5hilst there is a certain amount of formal summative assessment re;uired for the travel industry, fore=ample the +nternational )ir %ransport )ssociation e=am which is recognised worldwide and re;uired

for accreditation, this comprises only a small amount of the overall evaluative re;uirements within the

working environment$

mpowering students

'icol suggests that we should be guiding the student from @EngagementB a point where we the

teacher, fit the student in the institute, moving them to a far more powerful position of @adapting the

institute to the studentB ('icol, !!J#, where by the learner is self regulated$ 7or e=ample 'icol2s in his

keynote speech suggested that

mpowerment here has a primary focus on how students learn to monitor,

manage and take responsibility for their own learning, rather than on who

has power in the teaching2learning relationship #$icol, %&&3)

'icol proposes that the more students are academically and socially involved (the horiGontal arrows#

the more likely they are to persevere with their learning /ourney and reach their goal by succeeding in

their studies$ 'icol believes that in tertiary teaching one should provide an integrated e=perience

where the academic and the social are reciprocal in their support for student development$

('icol, !!I#

%he first aspect of the above diagram is the vertical arrow between the @EngagementB towards

@empowermentB, + say towardssince this is a process of adaption which highlights the value and

responsibility of the facilitator, although we talk about teachers, this role + see as important not only as

an educator but also as mentor, a mother or anyone who smoothes the progress of another person$


4/14

+ had previously considered that empowerment was the same as engagement, however it appears

there is a distinct difference$ Empowerment is giving the learner the authority to make decisions about

their learning$ )lthough as educators and professionals in our field of study we create academic

structures, we need build on methods to give our student the authority to decide on schedules, goalsand even every day priorities$ Conse;uently empowerment is /ust a piece of the larger /igsaw$ %he

more the students feel like they have the authority to make decisions about how their work is done,

the more engaged they become in their study$ (+'%EE.%+'& D+.C..+O'#

Empowerment leads to greater collaboration, the cooperation of students that can lead to increased

accomplishment as a whole$ Ky giving students ownership over their work, and making ourselves

emotionally available to our students, the more fully engaged the students will be in their work, in their

sense of belonging to the institute, which is the starting point of the vertical line$

Drawing on the work of 'icol (!!J# + aim to target both the academic and the social dimension to

support student development, with the view that the academic e=periences can support social

e=perience, and that the social e=perience will increase and boost the academic process$(E., AE

+M4O%)'% 4O+'%# 5ith this in mind + have specifically enabled the flow of ideas across the class

room by adding a block of flat desks in the centre of the computer lab which holds 9! computers, thus

encouraging students to @roll their seatsB to the table and away from the computer$ .adly the

geography of many institute computer classroom are not conducive to group work, but with a little

creativity, (and stealing tables from other large @flat classroomsB# + have managed to organise my area

into three areas for different learning activities Computer area

%eacher directed area

%eamLplanning area

4seudo travel agency area &E)% %3+'+'&6

(Creative thinking around the learning space- something recommended in the book @%eaching with

Emotional intelligenceB + really like your deliberate attention to these kinds of details$#

!onstructivist learning model

+n addition to this organisation of the physical space, + also try to ensure (*+' .E'%E'CE %O

E'3)'CE E)D)K+*+%# that the classroom environment is comfortable and non-threatening and

that the construction of knowledge is done through reciprocal student-to-student or student-to teacher

interaction$ Emphasis is on the learning process by, actively engaging the students in activities that

promote a constructivist learning e=perience though the following elements

e=perimentation


5/14

risk

Challenge +n this way, the classroom is no longer a place where the teacher (He=pertH# pours

knowledge into passive students, who wait like empty vessels to be filled$ +n the constructivist

model, the students are urged to be actively involved in their own process of learning$ %he teacherfunctions more as a facilitator who coaches, mediates, prompts, and helps students develop and

assess their understanding, and thereby their learning (Krooks, !!:#One of the teacherNs

biggest /obs becomes asking good questions$

+n the constructivist classroom, both teacher and students think of knowledge not as inert factoids

to be memoriGed, but as a dynamic, ever-changing view of the world we live in and the ability to

successfully stretch and e=plore that view$ %he chart below compares the traditional classroom to

the constructivist one$ %here are significant differences in basic assumptions about knowledge,

students, and learning$ (+tNs important, however, to bear in mind that constructivists acknowledge

that students are constructing knowledge in traditional classrooms, too$ +tNs really a matter of the

emphasis being on the student, not on the instructor$#

-hirteen d 4nline #%&&5). #-6I7 I7 A +8 69:;9 7;


6/14

therefore, a community of learners was built and knowledge was formed together with the community

(4iaget,0IJ9#$

+ tend towards ohn Dewey2s principle that if human beings were given the freedom to pursue their

own interests within a supportive environment, human knowledge and understanding would flourish$

Dewey also refers to people2s interest as what they are interested in or what is in their best interest(Dewey,0I08#$

.uch constructivist views of learning correlate nicely with the philosophy of my teaching philosophy

andunderlie my teaching of technology$ in this respect + endorse the words of *ynne .chrum, who

argues that in teaching and writing about technology in social studies, researchers and teacher

educators need to be clear and e=plicit about what learning theory informs the ways in which learning

will be e=tended through the use of technology (schrum,!!0#$

+ believe + follow the pathway of a constructivist educator$ + have come to this understanding mainly

through e=perience, study and guiding learners in their studies$ + have always had a love of learning$My teaching methods and view of learning reflect the idea + have of how + would have liked my

teachers to teach$

=7tudents are accustomed to more teacher control and directions, an emphasis

on correct answers, not e>pressing their thought processes, e>tensive practice

of skills, and similar conventional classroom events.= #+esnick,'?@3)

%he previous ;uote describes my thinking about learning when + was at school, before entering the

teaching profession, where as now + appreciate that education is about adapting to a changing world$

5e must keep pace and stay relevant to keep learners engaged$ Education must be learner-centred

and personalised$ +n my view the teachers role is to guide, provide access to information rather than

acting as the primary source of information, the students2 search for knowledge is met as they learn to

find answers to their ;uestions$

Krooks and Krooks list a summary of characteristics of a constructivist classroom teacher

0$ Kecome one of many resources that the student may learn from, not the primary source of

information$$ Engage students in e=periences that challenge previous conceptions of their e=isting

knowledge$9$ Encourage the spirit of ;uestioning by asking thoughtful, open-ended ;uestions$ Encourage

thoughtful discussion among students$:$ DonNt separate knowing from the process of finding out$1$ +nsist on clear e=pression from students$ 5hen students can communicate their

understanding, then they have truly learned$H (Krooks and Krooks,0II9, p$1#

+ have been touched by each one of these ideas about being a constructivist teacher at some level

through the constructivism 4& tertiary teaching course$ + am now able to better understand the idea of

constructivist in the classroom but know that + need a lot of practice to fully implement the ideas of it

smoothly$

%eaching also provides continual learning and growth for me$ One of my hopes as a teacher is to instil

the love of leaning into the students$ +n our competitive society, and an even more competitive travel


7/14

industry, it is important for students to not only receive a solid foundation, but to work withsomeone

who is aware and sensitive to their needs$ + believe that everyone has the potential to succeed$

ltimately the success of this new development rests on the degree to which + am able to model the

change that + am fostering$

$escription of the implementation of the changed approach.

5ith this collection of @unitsB and with employability in the forefront of my mind, + looked critically at

how my " courses were set out, and then rearranged them with )madeus training as my primary

focus$ + looked at the knowledge and the skills re;uired by the students, and made the task fit the

outcomes$ %he underpinning comprehension re;uired was not to memorise the hundreds of functions

and command entries, but to work systematically towards demonstrating and applying these new

skills$ %he operation of this computer system, is one where skills are gained week by week, through

understanding the software and the used of structured e=ercises, each building o the last lesson$ (.ee

)ppendi= # %he unit standard recommendation for the skills that should be mastered to gain

competency in the computer reservation system is planned around a very linear set of performance

criteria$ Each element essential is essential, and students can learn them in the recommended :!

hours$ + have for the past 01 years taught it as a week block, but the students2 recall at a later date is

very limited$

+n my revised initiative, + started every session with a concrete e=perience, in line with olb2s

e=periential learning cycle (0I":#$ olb suggests that there are four stages in learning which follow

from each other and these four elements are formed in a loop which you can start at any point, though

normally you start with an e=perience


8/14

%olb&s 'earning Cycle

#he four elements of %olb&s 'earning Cycle

E=perience -doing it

Observations and reflections- reviewing and reflecting on the e=perience

Development of ideas- learning from the e=perience

%esting ideas in practice- planning, trying out what you have learned

+ presented the facts to the class, and gave them the basic functions that they could apply$ Once the

students felt comfortable applying these commands, + took time out from the @doingB and let them


9/14

e=periment with the various functions, letting them discuss and collaborate on the range of functions

and reflect on what knowledge they had gained$ %his process helped them to make sense of the

purpose of each command and allowed them to do make decisions on where these new skills would

take them as they created a reservation methodically$ )dditionally, + now use )madeus as a tool in

most of my programme, not to assess the skill for the competency for the unit but as a practice andformative assessment throughout the entire year, to the point where the student is comfortable logging

on to a computer and making reservations for a round the world /ourney

+n addition to my change in approach, + have included a feedback component for each session$ )t the

end of a lesson or at the end of the day on field trip, + hand out the cards to the students$ Depending

on the cards the student has been dealt, they have to give feedback as follows

Diamonds %he facts P 5hat happenedQ %he e=periencing part of the cycle$

) diamond is precious$ ) Diamond is hard? the diamond represents hard facts (not opinions#$ %his is

the stage where you recall the se;uence of events$

3earts 5hat did you e=perienceQ 4rocessing and publishing

%his is the heart of the cycle$ +t represents @gutB feelings as well as intuitive sensing P feelings on the

fringes of perception$ %his is where you tune into your e=periences and to e=press and share your

feeling$ 7eelings are usually opinions$

.pades 7indings P 5hat did happenQ &eneralising$

%his is the spades part of the cycle$ .pades are for digging and investigating$ %he ;uestion @why and

ne=t timeRB belongs here$ .o do interpretations, meanings and /udgement$

%here will never be time to dig the whole field so take care to ensure that most of the digging takes

place in the most productive areas$

Clubs 7utures 3ow will it affect you (active planning and e=perimentation#$

%his is the clubs part of the cycle$ %his 9-leafed symbol represents future growth and possibilities$ +f it

were to be a golf club, you would choose you club according to the distance ( a short putt or a long

drive#R$conse;uently you need a selection of @clubsB for predictions (what has changed already and

what will be different anywayQ# for possibilities (what choices do + haveQ#$

%hen of course there is the @okerB, which + see as myself, a wild card that can be played anytime, it is

sharp, ;uick and perceptive, + bring fresh perspectives, + am alive and dynamic, + now feel e;uipped to

challenge procedures and above all, the /oker let me trust my /udgement and play my owngameR$Every game needs a /oker(


10/14

%o successfully change and direct the implementation of this initiative around utilising an airline

computer reservation system and embedding it into 8!> of my units, + need to manage the challenge

that the class is composed of students with varying ability levels and e=pertise$ .ome students @runB

with the system, whilst others are slower to process this completely new programme, which is unlikeanything else they have worked with, and since it by special license the programme is not accessible

from home$ +n order to manage his diversity + incorporate the following elements

5ork with students who are less savvy in one area of the room, repeating demonstrations

)sk those students who have e=celled to mentor those that are struggling

Kook the lab for an e=tra hour at the end of my day to encourage more time to work with

those who are not coping$ 3ave 4eer swat team, who students call on for assistance if + am with another student$

)dditionally, + focus on the processof )madeus and not the right answers, the system will notaccept

an incorrect entry, it will notauto-correct it, but it will come up with a message @system errorB$ )s a

result when the student encounters a problem they are encouraged to review this with their neighbour

or the @peer swatB team$

+ do encourage students to get in tune with each other, the class create their own class contract at the

start of the year, which includes their rule that only one person speaks at a time, and + constantly

check the class @temperatureB asking for student to indicate their energy level with their hand as the

day progresses$

Evaluation

.tudent have recently taken part in 08 assignments, in 0! of these units + incorporated )madeus and

A%O in their content and assessment$ &rades have been e=ceptionally high however looking at the

first semester2s work as a whole but there are a huge number of variables involved in evaluating the

positive or negative effects of technology upon any given studentNs learning$

) clear outcome that + have observed over the semester is that slower students could practice

corrective command and review material that they have yet to master$ .tronger students, on the other

hand, could move ;uickly through additional material, improving their understanding unencumbered

by the pace of their slower peers$ + release course materials via e-campusLMoodle on a fi=ed

schedule? for e=ample, a new unit on each Monday, 5ednesday, and 7riday of the course$ .tudents

can work on the units any time after their release$ +2ve noticed that students tend to work on thir

formative assessments as soon after + have uploaded them on the net$ + ask the class as a whole

what they consider their deadline should be, each set their own deadline$ + then set an open time on

e-campus and leave deadline fle=ible, however each student is aware of their chosen deadline and

are therefore responsible for handing in on that given date$ + have observed those student who work

at a reduced speed set deadline usually a week later than those who are comfortable with learning the

system$

Distraction is the biggest negative of any online technology, especially with student having access to

7acebook in class, but this can be managed by keeping the students engaged$ %he airline technologykeeps students engaged when used appropriately? for e=ample the student canmanipulate variables


11/14

in an open-ended scenario and observe the results$ )n illustration of this physical work place

simulation would be a customer case study in which the student can operate certain factors and

observe the outcome$ Educational simulations using )madeus, have a number of advantages over

@tell and doB instructions$ .tudents often find active participation in the simulated case study to be

more interesting, intrinsically motivating and closer to real word e=periences ()lessi %ropp,!!0#$eplication of real life scenarios have been shown to provide transfer of learning with the result that

what is learned smoothes the progress of improved performance in real world settings$ ()lessi

%ropp,!!0#$ %herefore the technology prepares students for employability$ %he ma/ority of my

students who + teach have thanked me for pushing them to use technology and forcing them to do all

of their work electronically$ + use &oogle Docs and E-campus (Moodle# heavily in my classroom and

I!> of my work is submitted electronically$ 5ithin this approach )madeus and A%O can deliver

educational inputs that teachers alone could not provide in a cost effective way$

%he students are learning a skill that is best mastered through repetition and practice, computer-aided

instruction like )madeus and A%O has been highly motivating and very effective$ %his makes

technology a very positive and useful tool for learning for airline reservation skills$ ) positive effect +

see over and over again in my classroom is a studentNs increased buy-in to the worth of an

assignment when it is somehow technologically oriented$ %his has been really effective for my

learners who are at the lower end of the scale in regards to literacy and numeracy (+% 5+** KE

+'%EE.%+'& %O .EE +7 %3E .%DE'% 7EEK)C K)C. %3+. 4Q#

3owever + have observed a negative side$ %echnology may be very effective in providing drill in the

spelling of isolated words, or showing the error of a command but computer programmes are often not

the most effective way to learn how to define words through use of conte=t, how calculations occur

and other interpretative skills$)madeus and A%O programmes are creating professional

documentation which any travel agent would be proud of, but + am now concerned that as a negative

effect + see is that students who are on the lower spectrum in learning often seem unwilling or unable

to complete assignments that do not involve some aspect of technology, they have almost a @tech

dependencyB$

One enormous effect that + have seen in the classroom, in terms of writing, is the decline of a school

leaver2s ability to write using complete sentences and complete words$ sing shorthand language

developed for cell phones shows up in student writings$ +tNs almost as if many of these student believe

that using a cell phone to communicate will be the only method of sharing information in the future,

and everyone one will use H3ow r uQH %he end result appears to be a classroom full of perfectly

produced airline tickets and sets of accounts created by students, but there are those who cannot tell

you about how the finalised financial records were structured$ + am also dismayed at how the younger

students see no point in using a dictionary, doing math by hand, or learning to spell words correctly$5riting becomes so much more engaging when the words selected are colourful, powerful andLor


12/14

otherwise imposing$ One of my mantras in class is the importance of @painting pictures with wordsB

since travel agents are selling a dream, and intangible product that cannot be @seenB other than in the

descriptive words used by the consultant$ +t seems that mediocrity seems to be the choice travel

technology and the internet in general offers immediate gratification, and a machine to think for the

individual$

%his drop in the level of critical thinking is something that greatly concerns me$ My fear is that

students may become overly dependent on the technology and will get too used to the instant

gratification of templates$ %his supports support my belief that +t is imperative that students must

continually be encouraged to learn the processes research, study, and investigation and en/oy the

analysis of information to enhance their thinking processes$

)side from content, student age and learning style preferences also needs to be considered when

evaluating the positive or negative impact of technology as a teaching tool$ *ike most instructional

techni;ues and tools, technology needs to be used appropriately, carefully, and responsibly$ Certain

tools and programs can really transform a classroom or a student$ +t is about how the tools are used$

%echnology should complement, not replace, good instruction$

'e=t semester + take )madeus and A%O a higher level, and although the grades for semester are

greatly improved, it is important that + not use this technology solely as a means to make all travel

related decisions nor should + completely re/ect this technology and view it as some evil$ + must learn

to look critically at my use of this system while also appreciating the benefits and possibilities which it

provides$

%his paper has presented a discussion of educational simulations as a methodology for providing

some aspects of learning in the traditional classroom$ 7rom the comments of the students (see

attached# it appears that this simulation allowed students to apply concepts that were learned

throughout the semester in way that my prior teaching of this sub/ect did not accomplish$

%he use of C. should not be used as a preplacement for more traditional methods of travel training,

without the foundation knowledge this simulation would not work$ )s the literature suggests,

simulations are likely inefficient for @teaching terminology, factual knowledge, basic concepts or

principles ()nderson *awton,!!I,p$ 0I1#$ 3owever, once this foundation has been set, and the

basement of my @hotelB has been built, this study shows that using a live C. system can give

students a realistic environment in which to e=perience real life situations and thus higher level

learning$

"eferences

)lessi .$ M$ %rollip, .$$ (!!0#$ Multimedia for learning Methods and development (9rd Ed$#$ (0:,

1:-1J#$ Koston )llyn Kacon$


13/14

)lessi .$ M$ %rollip, .$$ (!!0#$ M*%+MED+) 7O *E)'+'& ME%3OD. )'D

DEAE*O4ME'%, 9rd edition$ Ky .tephen M$ )lessi and .tanley $ %rollip$'eedham, M) )llyn

Kacon, !!0 retrieved from httpLLmlmiller$myweb$uga$eduL8!!pro/ectLalessi$htm $

etrieved 0 une, !0:#

)nderson, 4$ 3$, *awton, *$ (!!I#$ Kusiness simulations and cognitive learning$ .imulation

&aming, :!(#, 0I9P08$

Krooks, $&$ and Krooks, M$&$ (0II9#$ In search of understanding -he case for constructivist

classrooms.)le=andria, A) )ssociation for .upervision and Curriculum Development$

Krooks, $ (!!:#$ !onstructivism as a paradigm for teaching and learning$ etrieved from

httpLLwww$thirteen$orgLedonlineLconceptclassLconstructivismLinde=$html

Dewey, $ (0I99L0II"#$ 3ow we think (rev$ ed$#$ Koston, M) 3oughton Mifflin Company$ etrieved

fromhttpLLcondor$admin$ccny$cuny$eduLShhartmanLKuilding>!an>!nderstanding>!of

>!Constructivism$htm

earsley, &reg (0II: P !!"#$ E=plorations in *earning +nstruction %he %heory +nto 4ractice

Database T %he %heoriesT Multiple +ntelligences (3$ &ardner#$ etrieved from

httpLLtip$psychology$orgLgardner$html etrieval date 1 March,!0:

olb D$ )$ (0I":#$ >periential 9earning e>perience as a source of learning and development, 'ew

ersey 4rentice 3all$

'icol, D (!!8#$ :riniclples of good assessment and feedback -heory and practice. etrieved 0!th

)pril from httpLLwww$itl$usyd$edu$auLassessmentresourcesLpdfL*inkI$pdf

.chrum, *$ (!!0, anuary !#$ -eaching social studies in the %'st century -echnology, social justiceand teacher education$ 4resentation to College and niversity 7aculty etreat$ )thens, &eorgia

niversity of &eorgia,$ etrieved from

httpLLwww$cite/ournal$orgLvol0Liss9LcurrentissuesLsocialstudiesLarticle$htm

%hirteen ed online Concept to Classroom (!!:#$ 5orkshop Constructivism as a 4aradigm for

%eaching and *earning$ )t, httpLLwww$thirteen$orgLedonlineLconceptclassLconstructivismL etrieval

date March 9!,!0:$
http://mlmiller.myweb.uga.edu/6200project/alessi.htmhttp://mlmiller.myweb.uga.edu/6200project/alessi.htmhttp://www.thirteen.org/edonline/concept2class/constructivism/index.htmlhttp://condor.admin.ccny.cuny.edu/~hhartman/Building%20an%20Understanding%20of%20Constructivism.htmhttp://condor.admin.ccny.cuny.edu/~hhartman/Building%20an%20Understanding%20of%20Constructivism.htmhttp://tip.psychology.org/gardner.htmlhttp://tip.psychology.org/gardner.htmlhttp://www.itl.usyd.edu.au/assessmentresources/pdf/Link9.pdfhttp://www.citejournal.org/vol1/iss3/currentissues/socialstudies/article2.htmhttp://www.thirteen.org/edonline/concept2class/constructivism/http://www.thirteen.org/edonline/concept2class/constructivism/http://www.thirteen.org/edonline/concept2class/constructivism/index.htmlhttp://condor.admin.ccny.cuny.edu/~hhartman/Building%20an%20Understanding%20of%20Constructivism.htmhttp://condor.admin.ccny.cuny.edu/~hhartman/Building%20an%20Understanding%20of%20Constructivism.htmhttp://tip.psychology.org/gardner.htmlhttp://www.itl.usyd.edu.au/assessmentresources/pdf/Link9.pdfhttp://www.citejournal.org/vol1/iss3/currentissues/socialstudies/article2.htmhttp://www.thirteen.org/edonline/concept2class/constructivism/http://mlmiller.myweb.uga.edu/6200project/alessi.htm


14/14

Aygotsky, *$ (0IJ"#$ H+nteraction between learning and development$H (pp$ JI-I0#$ +n

Enhancing student employability using airline technology

Documents

Transcript of Enhancing student employability using airline technology