Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
89 - Self-guided tours
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
The tour has long been a staple of any induction process. When groups are small, the personal tour given by a knowledgeable guide to buildings and services can still be the most effective method. However, where time is short or where groups are too big, a self-guided tour is a reasonable alternative. This requires good planning and co-ordination. The best self-guided tours are flexible enough for learners to choose their own routes. Self-guided tours can be via written guides or maps, using static displays at points around a building, in the form of audio guides, entirely delivered online using graphics, pictures or film, or a combination of all of the above. However they are delivered, they should:
• Allow for multiple start and finish points. If a learner has not completed the tour in one go they should be able to rejoin later without having to start from scratch.
• Keep any information to short, focused inputs. The power of the more conversational personal tours is in the anecdotes and contextualization that the tour guide can include – self-guided tours can still do this but it is harder to gauge reaction so keep them to a minimum.
• If you are using technology then ensure that the technical standards are high. You will be compared with examples from outside your organization (such as museums). If you do not have access to a media department or internal expertise, plus time to work on the technology, then think carefully about proceeding. Amateur videos may look endearing for a minute but their charms will fade very quickly.
• Take the tour yourself – how long does it take, are the instructions clear, does it cover all of things that you actually see?
• Introduce the rationale for the tour and include how long it will take in the introduction. Learners can often see it as being second best compared with a personal tour so a clear rationale is important to convincing them to invest their time.
• Be careful in using old tours – things can change very quickly and your format should be flexible enough to allow speedy inserts.
✓ BEST FOR
• large groups.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 228 - 229Publisher: FacetPrint publication year: 2011