Student tours are planned to be occasions for learning but can easily degenerate into little more than social outings. While tour organisers may take students into career relevant professional contexts, the tour design is often one that allows the student to be a passive spectator rather than an active participant. Irrespective of this, invariably there is likely to be a number of self-motivated students who take a keen interest. However, unless the tour is carefully designed, there will also be students who gain little from the occasion. This paper reports on a design of a three-day tour to farms that engages all the students through challenging them with assessment tasks that must be completed while on the tour. The structure provokes students to work collegially and to build on their prior knowledge through their observations and analyses so that they can derive plans appropriate for the context. A framework that channels them towards self-authorship supports their personal development as learners.
|Number of pages||7|
|Journal||Extension Farming Systems Journal|
|Publication status||Published - 2006|