Chapter 6 Presentation Options for Visitor Services in Alberta - - PDF document

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Chapter 6: Presentation Options

6.i

Chapter 6

for Visitor Services in Alberta Parks Properties in the David Thompson Corridor

Presentation Options

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Visitor Services Development Plan for the David Thompson Corridor

Prepared by

EcoLeaders Interpretation and Environmental Education

Box D82, Bowen Island, BC V0N 1G0 email: info@ecoleaders.ca phone: (604) 947-0483 www.ecoleaders.ca

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Chapter 6: Presentation Options

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Contents

Introduction … … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.1 Public Programming… … … … … … … … … … … … … … … … … … … … … … … 6.3 School and Group Programming … … … … … … … … … … … … … … … … … … 6.3 Personal Programming … … … … … … … … … … … … … … … … … … … … … … 6.3 Communication: One-way, Two-way … … … … … … … … … … … … … … … … … 6.3 Core Definitions … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.3 Programming Based on Target Participants … … … … … … … … … … … … … … … … 6.3 Programming Based on General Approach … … … … … … … … … … … … … … … … 6.3 Personal Contact … … … … … … … … … … … … … … … … … … … … … 6.4 Other Considerations … … … … … … … … … … … … … … … … … … … 6.4 Non-personal Programming … … … … … … … … … … … … … … … … … … … … 6.6 Personal Programming Review of Program and Presentation Methods Personal Programs … … … … … … … … … … … … … … … … … … … … … … … … 6.6 Activity-Based Program… … … … … … … … … … … … … … … … … … … … … … 6.6 Campfire Program … … … … … … … … … … … … … … … … … … … … … … … 6.6 Characterization … … … … … … … … … … … … … … … … … … … … … … … … 6.6 Courses and Workshops … … … … … … … … … … … … … … … … … … … … … 6.7 Discovery Activity … … … … … … … … … … … … … … … … … … … … … … … 6.7 Dramatic Presentation … … … … … … … … … … … … … … … … … … … … … … 6.7 Demonstration … … … … … … … … … … … … … … … … … … … … … … … … … 6.7 Guided Tour… … … … … … … … … … … … … … … … … … … … … … … … … … 6.7 Interpretive Roving … … … … … … … … … … … … … … … … … … … … … … … 6.7 Information Roving … … … … … … … … … … … … … … … … … … … … … … … 6.7 Information by Phone … … … … … … … … … … … … … … … … … … … … … … 6.8 Leader Training … … … … … … … … … … … … … … … … … … … … … … … … 6.8 Living History … … … … … … … … … … … … … … … … … … … … … … … … … 6.8 Long Term Program … … … … … … … … … … … … … … … … … … … … … … … 6.8 On-Site Reconnaissance Meeting or Walkabout … … … … … … … … … … … … … 6.9 Outreach/Extension … … … … … … … … … … … … … … … … … … … … … … … 6.9 Participatory Setting (Visitor Centre) … … … … … … … … … … … … … … … … … 6.9 Point Duty … … … … … … … … … … … … … … … … … … … … … … … … … … 6.9 Projects … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.9 Public Input Meeting … … … … … … … … … … … … … … … … … … … … … … 6.9 Special Event … … … … … … … … … … … … … … … … … … … … … … … … … 6.10 Step-On Guide … … … … … … … … … … … … … … … … … … … … … … … … … 6.10 Talk (Seminar) … … … … … … … … … … … … … … … … … … … … … … … … 6.10 Visual and Performing Arts … … … … … … … … … … … … … … … … … … … … 6.10 Volunteerism … … … … … … … … … … … … … … … … … … … … … … … … … 6.11 Volunteer and Partner Learning… … … … … … … … … … … … … … … … … … … 6.11 Workshop … … … … … … … … … … … … … … … … … … … … … … … … … … 6.11 Non-Personal Programs Artifacts/Models … … … … … … … … … … … … … … … … … … … … … … … … 6.12 Computer-Interactive Stations … … … … … … … … … … … … … … … … … … … 6.12 Exhibits … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.13

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Visitor Services Development Plan for the David Thompson Corridor

Exploration/Discovery Kits … … … … … … … … … … … … … … … … … … … … 6.13 Gift Shops … … … … … … … … … … … … … … … … … … … … … … … … … … 6.13 Live Animal Exhibits … … … … … … … … … … … … … … … … … … … … … … 6.14 Mass Media … … … … … … … … … … … … … … … … … … … … … … … … … … 6.14 Mechanical-Interactive Stations … … … … … … … … … … … … … … … … … … … 6.16 New Media … … … … … … … … … … … … … … … … … … … … … … … … … … 6.16 Websites … … … … … … … … … … … … … … … … … … … … … … … … … 6.16 Virtual Tours … … … … … … … … … … … … … … … … … … … … … … … 6.16 Blogs … … … … … … … … … … … … … … … … … … … … … … … … … … 6.16 Podcasts … … … … … … … … … … … … … … … … … … … … … … … … … 6.16 Critter Cams… … … … … … … … … … … … … … … … … … … … … … … … 6.16 Web Forums… … … … … … … … … … … … … … … … … … … … … … … … 6.16 Social Networking Sites… … … … … … … … … … … … … … … … … … … … 6.16 Props and Decor … … … … … … … … … … … … … … … … … … … … … … … … 6.17 Self-Guided Trails … … … … … … … … … … … … … … … … … … … … … … … 6.17 Audio Trail … … … … … … … … … … … … … … … … … … … … … … … … 6.17 Brochures … … … … … … … … … … … … … … … … … … … … … … … … 6.17 Signs/Panels… … … … … … … … … … … … … … … … … … … … … … … … 6.17 Dioramas… … … … … … … … … … … … … … … … … … … … … … … … … … … 6.17 Theatres and Amphitheatres … … … … … … … … … … … … … … … … … … … … 6.17 Video … … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.18 Assessment Criteria … … … … … … … … … … … … … … … … … … … … … … … … 6.19 Target Participants … … … … … … … … … … … … … … … … … … … … … … … 6.19 What You Want To Do … … … … … … … … … … … … … … … … … … … … … … 6.19 Inform, Inspire, Involve… … … … … … … … … … … … … … … … … … … … 6.19 Inform… … … … … … … … … … … … … … … … … … … … … … … … … 6.19 Inspire … … … … … … … … … … … … … … … … … … … … … … … … 6.20 Involve … … … … … … … … … … … … … … … … … … … … … … … … 6.20 Type of Learning … … … … … … … … … … … … … … … … … … … … … … … … 6.21 Direction of Communication … … … … … … … … … … … … … … … … … … … … 6.21 Dynamics … … … … … … … … … … … … … … … … … … … … … … … … … … 6.21 Resources Available … … … … … … … … … … … … … … … … … … … … … … … 6.21 Capacity of Staff, Volunteers and Partners … … … … … … … … … … … … … … … 6.21 Assessment of Media and Methods Used in Public Programming … … … … … … … … … 6.22 Table 6.1: Assessment of Personal VS Methods for Public Programming … … … … … 6.22 Table 6.2: Assessment of Non-Personal VS Methods for Public Programming … … … 6.26

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Chapter 6: Presentation Options

6.v School Programming … … … … … … … … … … … … … … … … … … … … … … … … … 6.29 Personal Programs … … … … … … … … … … … … … … … … … … … … … … … … 6.29 Stories… … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.30 Participatory Story/Participatory Theatre … … … … … … … … … … … … … … … 6.30 Projects … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.31 Video Conferencing … … … … … … … … … … … … … … … … … … … … … … … 6.31 Extended Programs and Multi-Park Programs … … … … … … … … … … … … … … 6.31 In-Service and Student Teacher Training… … … … … … … … … … … … … … … … 6.31 Non-Personal Programs … … … … … … … … … … … … … … … … … … … … … … … 6.32 Printed Activity Guides… … … … … … … … … … … … … … … … … … … … … … 6.32 Teacher Kits… … … … … … … … … … … … … … … … … … … … … … … … … … 6.32 Blogs … … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.33 Social Networking Systems … … … … … … … … … … … … … … … … … … … … 6.33 Podcasts … … … … … … … … … … … … … … … … … … … … … … … … … … … 6.33 Virtual Tours … … … … … … … … … … … … … … … … … … … … … … … … … 6.33 Focus on Viewing With A Purpose … … … … … … … … … … … … … … … … … … 6.33 Assessment Criteria … … … … … … … … … … … … … … … … … … … … … … … … 6.34 Constructivist Learning Theory … … … … … … … … … … … … … … … … … … … 6.36 Guiding Principles … … … … … … … … … … … … … … … … … … … … … 6.36 Inquiry Learning … … … … … … … … … … … … … … … … … … … … … … … … 6.36 What is Inquiry? … … … … … … … … … … … … … … … … … … … … … … 6.36 What is Inquiry-based Learning? … … … … … … … … … … … … … … … … 6.36 What Does the Research Say?… … … … … … … … … … … … … … … … … … 6.36 Direction of Communication … … … … … … … … … … … … … … … … … … … … 6.36 Focus On: Blooms Taxonomy … … … … … … … … … … … … … … … … … … … … 6.36 Target Students … … … … … … … … … … … … … … … … … … … … … … … … 6.36 Levels of Bloom’s Taxonomy … … … … … … … … … … … … … … … … … … … … 6.36 Flexibility … … … … … … … … … … … … … … … … … … … … … … … … … … 6.37 Capacity of Staff, Volunteers and Partners … … … … … … … … … … … … … … … 6.37 Assessment of Media and Methods Used in School Programming … … … … … … … … 6.38 Table 6.3: Assessment of Personal Methods for Education Program Delivery … … … 6.38 Table 6.4: Assessment of Non-personal Methods for Education Program Delivery … 6.39

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Chapter 6: Presentation Options

6.1

Introduction

Visitor Services staff, volunteers and partners in the David Thompson Corridor have a wide variety of visitors and potential program participants with a broad spectrum of interests, knowledge skills and attitudes (see Chapter 3 Best Practice in Visitor Analysis). With this broad spectrum of park features and park users, there can be no one program type that will fit the needs of all,

• r meet Alberta’s mandate to inform, engage, involve

and/or educate program participants (see Chapter 2: Summary of Visitor Services Foundations). These days there is an increasingly wide variety of media and methods available to for Visitor Services

• programming. Each has its own strength, weaknesses,

staffing requirements and infrastructure needs. It can often be a challenge to choose an effective and efficient communication tool from this vast array. This chapter:

• ฀gives฀a฀brief฀descriptions฀of฀personal฀and฀non-

personal Visitor Services in context of public and school programming

• ฀identifies฀core฀criteria฀for฀assessing฀the฀strengths฀

and weaknesses of each method and medium

• ฀assesses฀the฀effectiveness฀of฀each฀method฀and฀

medium using the above criteria Note that the assessments in this chapter do not rate which are the best media and methods. That is an impossible task. Instead, the assessments in this chapter identify key strengths and some weaknesses of each medium and method. It will be up to individual Visitor Services staff to make their own informed choices using this chapter and their own experience as a guide to choosing appropriate approach and techniques for particular participants, locations and interpretive themes. This chapter is designed for:

• ฀Veteran฀Visitor฀Services฀Staff
• ฀as฀a฀review฀that฀may฀be฀used฀occasionally฀as฀

an aid for selecting effective and appropriate media and methods for school and public programs

• ฀Novice฀Visitor฀Services฀Staff
• ฀as฀a฀guide฀that฀should฀be฀used฀whenever฀they฀

are planning a new school or public program

• ฀Managers฀of฀Visitor฀Services฀Programs
• ฀as฀a฀general฀synopsis฀of฀program฀options฀that฀

may be used when reviewing program plans and when evaluating programs delivered by the staff that they manage Note that this is a reference chapter. Specific presentation recommendations will be made in other sections of this plan.

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Chapter 6: Presentation Options

6.3

Public Programming

This is any visitor services offering aimed at site visitors. It can also include programming aimed at vicarious visitors

• ver the internet and at potential future visitors to an

Alberta Parks property. Programming฀usually฀take฀place฀on-site.฀However,฀public฀ programming may also take place:

• ฀on฀nearby฀public฀land
• ฀at฀local฀libraries,฀community฀centres,฀schools,฀etc.
• ฀e.g.,฀workshops฀and฀courses฀

Public programs are open to all and can be provided free or they฀may฀follow฀Alberta฀Parks’฀province-wide฀fee฀schedule.฀ For details of the fee schedule Visitor Services staff should consult฀with฀Alberta฀Parks฀Head฀Office฀staff฀in฀Edmonton.

School and Group Programming

This is any visitor services offering aimed at schools and community groups. Schools include public and private primary, middle and high schools. School programing can also target post secondary schools (university and college). Community groups include service groups such as Scouts and฀Guides,฀Junior฀Forest฀Wardens,฀4H,฀etc.฀Target฀groups฀ can also include natural history clubs, historical societies and church groups. In almost all situations, school and group programming is based฀on฀grade-specific฀curricula฀or฀specified฀badge-related฀ learning outcomes. School฀and฀group฀programming฀is฀fee-based฀and฀follows฀ the provincial fee schedule. There may be exceptions where fees are waved to ensure open access. Some Alberta Parks work with partners who subsidize school programming fees to assist schools and groups who

• therwise can not afford to participate.

Personal Programming

Personal services include all programs led by Visitor Services staff, volunteers and partners. The key value of personal programming is that it includes human contact between the program leader and participants. Most฀personal฀programming฀techniques฀also฀enables฀two-way฀ communication and flexibility of delivery. Program leader and participants can interact, ask each other questions, exchange information and experiences and follow lines of inquiry that arise during the program. Also, personal programming is an excellent way of encouraging enabling and assisting participants to interact appropriately with the natural and cultural features of a park or protected area.

Communication: One-way, Two-way

As stated in Chapter 1, good practice in education and heritage interpretation is placing an increasing emphasis on the importance

• f฀two-way฀communication.฀The฀two-way฀communication฀model฀

recognizes the learners need to ask questions, articulate, discuss, state and share their current and past experiences as part of the learning process. Through dialogue both learners and learning facilitators develop new understanding and insights.

Finally, because a visitor services staff person is present during฀the฀program,฀on-going฀evaluation฀of฀the฀program’s฀ effectiveness฀and฀appropriateness฀is฀possible฀through฀self- evaluation. Examples include guided walks, workshops, video conferences, amphitheatre presentations etc. This chapter identifies and describes most personal programing media and methods available to Visitor Services staff. Key Points:

• ฀a฀wide฀variety฀of฀audiences฀can฀be฀reached฀including฀

unsupportive and unaware audiences

• ฀can฀be฀reached฀indirectly฀through฀family฀members฀

who participate in programs for school classes and

• ther group bookings
• ฀well฀suited฀to฀engaging฀and฀inspiring฀audiences฀at฀

higher฀levels฀of฀the฀Alberta฀Parks฀Stewardship฀Model,฀ when฀incorporated฀into฀an฀activity-based฀program available to assist staff and other Visitor Services presenters (see References: Recommended Resources)

• ฀personal฀contact฀inherent฀in฀some฀personal฀programs฀

is a side benefit (see Personal Contact section below)

Core Definitions

The following are definitions in common use in heritage interpretation and environmental education programming.

Programming Based on Target Participants Programming Based on a General Approach

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Visitor Services Development Plan for the David Thompson Corridor

Personal Programs

Personal฀Methods฀and฀Media฀are฀described฀below฀in฀ alphabetical order.

Activity-Based Program

Duration: one to several hours A series of participatory/discovery activities along a trail,

• r other outdoor route, or at a historic site or museum

linked by an interpretive theme. Superficially similar to a guided hike or walk, except that the learning experience focuses฀on฀an฀active฀learning—learner-centred,฀inquiry฀ learning฀model฀rather฀than฀a฀passive฀fill-the฀vessel฀model฀ based hearing or reading information. For example, a stop at a big anthill might involve each participant watching one ant to follow for one minute and then reporting on the most surprising thing it did, leading to discussion and further investigation activities (“What happens if we all blow our breath gently onto the ants on the top of the ant hill?”). Can be designed for children, family groups, or other audiences. Usually lots of fun and interaction between participants.

Campfire Program

Duration: one to several hours A program based at a large fire pit or around a portable fire pit. Visitor Services staff present informal talks, skits, sing-alongs฀and฀conversations฀with฀visitors฀on฀a฀variety฀of฀ natural and cultural themes. Usually in the evening. Can be done in conjunction with a guided hike.

Characterization

Duration: variable: interaction with a participant may last from several minutes to over an hour This covers a wide spectrum of presentations ranging from a character leading a beach program to historic animation with staff or professional actors dressed in period costumes enacting a specific historical event or demonstrating period skills, knowledge and attitudes in a historic setting.

Review of Program and Presentation Methods

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Dramatic Presentation

Duration: approximately one to two hours This may be theatre, a puppet show, etc. with an interpretive theme, such as the trials and tribulations

• f a bull trout living in the North Saskatchewan River
• Watershed. This is a scripted show (may include sound,

music and visual elements) that often has some audience participation.

Demonstration

Duration: varies from a few minutes to over an hour This is an exhibition of a skill or an animal, a plant, an artifact or a process—e.g., a demonstration of the formation of a hanging valley or how to tie and effective trout fly.

Guided Tour

Duration: varies from about one hour to one day Here,฀a฀group฀of฀people฀moves฀from฀interesting฀spot฀to฀ spot with a leader. Talking, observation, demonstrations and discovery activities are the common communication methods used during this type of program. The mode of transportation can be by foot, canoe, bus, bicycle, ski car

• r other. Topics can be any, from a spring flower tour to

car tour to view key features of the North Saskatchewan River Watershed. Guided฀walk-and-talks฀and฀guided฀hikes฀fall฀into฀this฀ category.

Interpretive Roving

Duration: interaction with participants vary from several minutes to over an hour Visitor Services staff visit people where they are recreating, in campsites, picnic areas, on beaches usually, but฀also฀can฀be฀off-site฀such฀as฀community฀events฀and฀

• parades. A curious artifact, live animal, or other item

is carried to catch attention and stimulate discussion. Characters in costumes are effective too.

Information Roving

Duration: generally these interactions last less than ten minutes As in interpretive Roving, Visitor Services staff visit people where they are recreating. The purposes are:

• ฀to฀inform฀visitors฀of฀upcoming฀Visitor฀Services฀
• ฀distribute฀information฀about฀the฀site
• ฀greet฀visitors

Courses and Workshops

Duration: from a few hours to many hours spread over several weeks or months Courses and workshops can be used to help participants develop skills and build capacity for stewardship activities in the park or on their own properties, or develop appropriate skills for wildlife watching or the study of local history. These elements function like projects, but less involvement and commitment is required. This type

• f programming can take place in the park (e.g.,

archeological field courses on wildlife watching), in park buildings, or in the greater community (e.g., a wildlife painting course could take place at a park visitor centre or at a local art gallery). Key Features:

• ฀skills฀and฀concepts฀tend฀to฀be฀featured฀over฀

information

• ฀work฀well฀with฀projects฀as฀part฀of฀a฀larger฀

program (e.g., a workshop on aquatic insect identification could be part of a stream habitat inventory)

• ฀audiences฀at฀higher฀levels฀of฀the฀Alberta฀Parks฀

Stewardship฀Model฀

• ฀help฀to฀build฀capacity฀among฀involved฀

participants

• ฀benefits฀are฀a฀bit฀less฀than฀projects฀unless฀built฀

into a larger program

Discovery Activity

Duration: can range fro a few minutes to an hour to a full day depending on the activity, location and participants These activities are based on the concept of inquiry learning (see Chapter 1 for definition). Activities are usually based on questions posed by the group leader that challenges participants to figure out approaches to find the answer(s) based on observation and

• experimentation. The group leader facilitates and assists

participants to formulate approaches, initiate and follow

• ut observation and experiment activities and to interpret

their฀observations฀and฀findings฀modeling฀the฀“Guide-on- the-Side”฀approach฀to฀interpretive฀program฀vs฀the฀lecture฀

• r฀“Sage-on-the-Stage”฀approach.฀Many฀effective฀group฀

leaders develop techniques that encourage participants to ask additional questions and formulate approaches and techniques for answering them for themselves.

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Visitor Services Development Plan for the David Thompson Corridor

Non-Personal Programs

Non-personal฀methods฀and฀media฀are฀described฀below฀in฀ alphabetical order.

Artifacts/Models

Duration: variable: interaction may take a few minutes to over an hour depending on the size and complexity of the artifact or model and the interest of the participant. Artifacts include originals and reproductions of tools, human-made฀objects,฀plants฀and฀animals฀(in฀whole฀or฀in฀ part, such as skulls, fur, feathers). They may range from a simple historic farm tool to a large complex structure such as a ship or house to scale models. They may be:

• ฀touchable฀(ideal)
• ฀of฀robust฀construction
• ฀participants฀are฀encouraged฀to฀touch฀and฀

handle them

• ฀protected
• ฀delicate,฀rare,฀valuable฀or฀all฀three
• ฀presented฀in฀protective฀casing฀to฀prevent฀

damage or loss Stand-alone฀artifacts฀and฀models฀are฀generally฀ accompanied by printed labels, signs, question sheets etc., that guide participants through learning and discovery activities related to them. Artifacts and models are also฀incorporated฀into฀multi-media฀exhibits,฀personal฀ programs, specialty theatres and other media.

Computer-Interactive Stations

Duration: variable, five minutes to an hour These generally consist of a computer terminal, some sort

• f฀in-put฀device฀(mouse,฀keyboard,฀touch฀screen)฀and฀
• software. Learning may:
• ฀be฀focused฀on฀a฀natural฀or฀cultural฀theme
• ฀involve฀exploration฀of฀a฀process฀or฀concept฀that฀is฀

hard to observe in real time (e.g., glaciation and the formation of Lake Caroline)

• ฀be฀library-style,฀with฀the฀learner฀browsing฀

through lots of information.

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6.13

Gift Shops

Duration: variable Although these are sometimes considered primarily as revenue generators, gift shops can play important Visitor Services roles by:

• ฀encouraging฀post-visit฀activities,฀reinforcing฀and฀

furthering learning and appreciation

• ฀providing฀cues฀to฀stewardship฀actions฀(site-

specific items that remind visitors about their thoughts and resolutions)

• ฀support฀further฀learning฀and฀activity฀by฀

projecting social norms (“lots of people are into this stuff”)

• ฀revenue฀generation฀is฀often฀an฀additional฀goal
• ฀caution,฀small฀sites฀with฀limited฀visitation฀
• ften do not break even (sales do not equal
• verhead and staffing costs)

Looked at from the visitor’s perspective, browsing an Visitor฀Services-oriented฀Gift฀shop฀provides฀shopping฀fun,฀ souvenirs, and may feel like an extension of the exhibits and learning experience. Stock could include:

• ฀Visitor฀Services฀material฀(site฀and฀theme฀related฀

videos and books, regional field guides and histories,฀children’s฀insect-catching฀equipment฀ and other investigative toys, etc.)

• ฀site฀specific฀souvenirs
• ฀snacks,฀bug฀repellent,฀ski฀wax,฀etc

Exhibits

Duration: depending on the design and interest of the participants, people may interact with an exhibit for a few seconds, a few minutes to over an hour Exhibit is a very broad term. In parks, nature centres and small museums exhibits are usually a combination of text and images designed to engage visitors in a coherent learning experience. Exhibits may also include, models, artifacts, audio input, computer interfaces and/or video

• components. A well designed exhibit has specific target

participants, and is designed to lead them to specific learning outcomes. Some exhibits focus on telling a story or demonstrating a concept, other are designed to be interactive and to provoke questions and new way of thinking฀or฀looking฀at฀the฀world.฀Others฀are฀specifically฀ designed to encourage people to go out and make their

• wn discoveries in the outdoors.

Exhibits, especially permanent exhibits in museums and nature฀centres฀may฀be฀complex฀and฀expensive.฀Others฀ such as seasonal and temporary exhibits are simple and cheap to produce.

Exploration/Discovery Kits

Duration: visitors borrow the packs, use them and return them within a day A package of instructions and equipment based on Visitor Services themes that can be borrowed by families or

• ther visitors. Contents will include printed or recorded

directions for each activity with suggestions, work sheets to record observations and findings, and the set of tools to use when engaged in the activities. Some bits may be consumable such as appropriate craft supplies or quizzes. Traditionally฀contained฀in฀a฀light-weight฀day-pack,฀but฀ clear plastic cases with handles or clear beach tote bags with an attractive label can be used as well.

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Chapter 6: Presentation Options

6.19

What You Want To Do

A key goal of Alberta Parks is to encourage and enable appropriate recreation activities on Parks and Public lands and to conserve and steward the site’s biological diversity. As well, key purposes of the Visitor Services program are to inform, inspire, and involve people in the park’s natural and cultural heritage. This will involve a wider audience than the traditional site visitors. Inform, Inspire, Involve Inform,฀inspire฀and฀involve฀answers฀the฀question:฀“How฀do฀ you want to do it?” The focus of Visitor Services can include not฀only฀a฀theme฀and฀message-driven฀interpretation฀approach฀ but฀also฀a฀broader฀environmental฀education-based฀path.฀ Visitor Services must not only provide information about what is special about the park and region in exciting and entertaining ways, but programs and products also must:

• ฀function฀to฀inspire฀people฀about฀the฀values฀of฀Alberta฀

Parks in the David Thompson Corridor

• ฀ensure฀that฀people฀know฀what฀recreation฀activities฀

are encouraged in Alberta Parks and public lands in the David Thompson Corridor

• ฀and฀by฀implication฀and/or฀direct฀means฀

communicate what activities are not permitted

• ฀provide฀opportunities฀for฀people฀to฀become฀involved฀

in฀and฀contribute฀to฀park-related฀stewardship฀ activities and:

• ฀develop฀interests
• ฀find฀ways฀to฀participate฀
• ฀develop฀their฀capacities฀to฀take฀leadership฀roles฀in฀

community projects that support and contribute to the stewardship of Alberta Parks properties in the David Thompson Corridor and public lands Inform This includes providing information about:

• ฀Provincial฀Park฀landholdings฀and฀public฀lands฀in฀the฀

David Thompson Corridor in general

• ฀activities฀that฀are฀encouraged
• ฀including฀where฀and฀when
• ฀rules฀and฀regulations฀and฀why฀they฀are฀needed
• ฀the฀natural฀and฀cultural฀history฀of฀Alberta฀Park’s฀

landholdings and nearby areas

• ฀stewardship฀projects฀and฀partner฀groups฀active฀in฀

supporting the park

• ฀environmental฀processes฀and฀systems฀(e.g.,฀water฀

cycle)

• ฀environmental฀literacy฀and฀how฀to฀make฀responsible฀

decisions Providing information is often targeted at people in the lower levels฀of฀the฀Alberta฀Parks฀Stewardship฀Model—e.g.,฀unaware฀ and฀early฀stages฀of฀awareness.฀However,฀Visitor฀Services฀has฀a฀ This section assesses the strengths and weaknesses of media and methods available to Visitor Services staff.

Assessment Criteria

Effective Visitor Services can be achieved using a number

• f tools in a wide variety of ways, as long as the core

issues are addressed. These include:

• ฀target฀participants
• ฀what฀you฀want฀to฀do
• ฀type฀of฀learning
• ฀direction฀of฀communication
• ฀dynamics
• ฀resources฀available
• ฀capacity฀of฀the฀staff,฀volunteers฀and/or฀partners฀

who will be delivering the service

Target Participants

Specific media and methods are effective for different ranges of participants. For example, workshops and courses are ideal for participants who have a consuming interest in a specific topic area such as fly fishing and wish to develop their skills and share their knowledge and฀experience฀with฀other฀like-minded฀individuals.฀ On฀the฀other฀hand,฀multiple฀repeat฀visitors฀are฀not฀an฀ ideal target audience for permanent exhibits in a visitor centre because multiple repeat visitors will soon tire of interacting with the same exhibit and often stop visiting the visitor centre. Visitor Services staff must have a clear understanding of who they are inviting to participate in their program or service, keeping in mind:

• ฀current฀attitudes,฀motivations฀and฀behaviours
• ฀demographics
• ฀educational฀background
• ฀levels฀of฀prior฀knowledge฀on฀the฀topics฀to฀be฀

covered

• ฀associated฀activities฀that฀these฀people฀are฀

involved with One฀way฀of฀classifying฀park฀visitors฀is฀the฀Alberta฀Parks฀ Stewardship฀Model฀described฀in฀Chapter฀1฀of฀this฀plan฀ (see diagram on the facing page). In this model, park users are classified with respect to their knowledge, interest and commitment to Alberta’s Park’s mandate to conservation and stewardship. With this type of knowledge, Visitor Services staff can choose methods and media that are suited to the needs, interests, motivations and learning styles of their target participants. Program media and methods are assessed in terms of what types of participants they are best suited for.

Assessment of Program Media and Methods

SLIDE 13

6.22

Visitor Services Development Plan for the David Thompson Corridor

EcoLeaders Interpretation and Environmental Education Audience Characteristics What You Want To Do Type of Learning Comm- unication Dynamics Suitable for LEET (Learning Enrichment and Experiential Travel Tourism) Resources Staff Capacity Comments Unsupportive Unaware Aware Understands Appreciative Values Behaves Leads Inform Inspire Involve Passive Active One-Way Two-way Easily Changed Flexibility Integrate with Other Media Facilities and Equipment Required Key Operational Budget Items Cost Activity-Based Program

  ⓦ ⓦ ⓦ ⓦ ⓦ  ⓦ ⓦ ⓦ

—

ⓦ

—

ⓦ ⓦ ⓦ ⓦ ⓦ

• ฀usually฀no฀facilities฀needed฀

(however parts can take place in a visitor centre or shelter)

• ฀usually฀requires฀some฀

equipment on which activities are based (e.g., dip nets and magnifiers) Equipment e.g., magnifiers, binoculars

• ฀acquisition฀
• ฀maintenance฀and฀replacement฀

M

• ฀a฀good฀knowledge฀(natural฀and฀cultural฀history,฀

stewardship, outdoor skills etc.)

• ฀moderate฀experience฀and฀skills฀in฀leading฀group฀

activities

• ฀demonstrated฀communication฀and฀facilitating฀skills฀and฀

experience

• ฀a฀strong฀program฀type฀
• ฀requires฀knowledgeable,฀

experienced staff/volunteers

• ฀addresses฀multiple฀learning฀

styles

• ฀engages฀broad฀audience

Campfire Program

  ⓦ ⓦ ⓦ    ⓦ ⓦ   

—

ⓦ  ⓦ  ⓦ

• ฀fire฀pit฀and฀firewood
• ฀may฀require฀equipment฀for฀

activities

• ฀Fire฀Pit฀and฀Equipment
• ฀seating

M

• ฀a฀good฀understanding฀of฀the฀site’s฀natural฀and฀cultural฀

history

• ฀extensive฀experience฀and฀skills฀in฀leading฀group฀

activities

• ฀demonstrated฀communication฀skills฀and฀experience฀
• ฀skilled฀on฀musical฀instruments฀a฀key฀asset฀
• ฀limited฀to฀sites฀with฀fire฀pits
• ฀limited฀to฀participants฀who฀visit฀

the site in the evening Characterization

  ⓦ  ⓦ    ⓦ ⓦ  ⓦ  ⓦ   ⓦ ⓦ 

Varies

• ฀may฀require฀
• ฀facilities
• ฀equipment,฀costumes฀and฀

props Costumes Artifacts and Props

• ฀acquisition
• ฀maintenance฀and฀replacement฀

M

• ฀low฀to฀extensive฀knowledge฀
• ฀training฀and฀experience฀in฀theatre฀an฀asset
• ฀can฀be฀very฀appealing
• ฀can฀address฀many฀audiences

Dramatic Presentation

 ⓦ       ⓦ   ⓦ

—

ⓦ

—

    ⓦ

• ฀theatre฀or฀stage฀with฀seating
• ฀sound฀equipment
• ฀costumes฀and฀props
• ฀perhaps฀lighting,฀LCD฀

projector and more Theatre฀Maintenance Costumes Artifacts and Props

• ฀acquisition
• ฀maintenance฀and฀replacement฀

H

• ฀script฀writer฀requires฀extensive฀knowledge฀of฀site฀natural฀

and cultural history

• ฀training฀and฀experience฀in฀theatre฀an฀asset
• ฀can฀be฀attractive฀to฀large฀

audiences

• ฀mostly฀passive฀learning฀and฀
• ne-way฀communication
• ฀weak฀for฀repeat฀audiences

Demonstration

 ⓦ       ⓦ   ⓦ

—

ⓦ

—

ⓦ ⓦ ⓦ 

Varies

• ฀usually฀requires฀
• ฀facilities
• ฀equipment

Equipment

• ฀acquisition
• ฀maintenance฀and฀replacement

L

• ฀a฀good฀understanding฀of฀the฀site’s฀natural฀and฀cultural฀

history

• ฀good฀communication฀skills
• ฀flexible,฀can฀address฀repeat฀

visitors Outreach/ Extension

        ⓦ   ⓦ ⓦ ⓦ ⓦ ⓦ ⓦ ⓦ 

Varies

• ฀usually฀requires฀facilities,฀

vehicles and equipment Equipment

• ฀acquisition
• ฀maintenance฀and฀replacement

M

• ฀a฀good฀understanding฀of฀the฀site’s฀natural฀and฀cultural฀

history

• ฀demonstrated฀communication฀skills฀and฀experience฀
• ฀uncommon฀in฀traditional฀VS฀
• fferings, very broad variation
• ฀can฀address฀new฀audiences

Guided Tour

        ⓦ ⓦ    ⓦ

—

 ⓦ  

• ฀may฀require฀vehicles฀(bus,฀

car, canoe etc.) May฀require฀vehicles฀(bus,฀car,฀ canoe etc.)

• ฀acquisition
• ฀maintenance฀and฀replacement

L

• ฀may฀require฀experience฀in฀leading฀groups฀in฀outdoors฀

(e.g., leading canoe groups)

• ฀safety฀certification฀(e.g.,฀Red฀Cross฀Water฀Safety฀for฀a฀

canoe tour)

• ฀a฀good฀understanding฀of฀the฀site’s฀features
• ฀a฀common฀VS฀service
• ฀focuses฀on฀traditional฀audiences

VS Special Event

        ⓦ ⓦ 

—

ⓦ

—

ⓦ   ⓦ 

• ฀usually฀requires฀
• ฀facilities
• ฀equipment

Facility and Equipment

• ฀acquisition
• ฀maintenance฀and฀replacement

M / H

• ฀a฀good฀understanding฀of฀the฀site’s฀natural฀and฀cultural฀

history

• ฀experience฀coordinating฀volunteers฀and฀partner฀groups฀

in special events

• ฀brief฀contact
• ฀a฀great฀opportunity฀for฀working฀

with community partner groups VS Roving/ Interpretive Roving

   ⓦ ⓦ  ⓦ ⓦ ⓦ ⓦ ⓦ

—

ⓦ

—

ⓦ ⓦ ⓦ  ⓦ

• ฀usually฀requires฀artifacts,฀live฀

animals, photos etc. Equipment

• ฀acquisition
• ฀maintenance฀and฀replacement

L

• ฀extensive฀knowledge฀of฀site฀natural฀and฀cultural฀history฀
• ฀demonstrated฀communication฀skills฀and฀experience฀
• ฀brief฀contact
• ฀very฀effective฀in฀reaching฀visitors
• ฀can฀adapt฀to฀repeat฀visitors

Information Roving

          ⓦ  ⓦ

—

ⓦ  ⓦ  

• ฀best฀with฀supporting฀

brochures Support materials

• ฀program฀brochures
• ฀information฀brochures

L

• ฀knowledge฀of฀VS฀services฀available฀
• ฀detailed฀knowledge฀of฀the฀park฀an฀asset฀
• ฀brief฀contact
• ฀can฀be฀a฀positive฀first-contact฀

Information by Phone

      ⓦ ⓦ ⓦ ⓦ ⓦ

—

ⓦ

—

ⓦ ⓦ ⓦ  

• ฀office
• ฀telephone
• ฀phone฀costs

L

• ฀extensive฀knowledge฀
• ฀demonstrated฀communication฀skills฀and฀experience฀
• ฀brief฀contact
• ฀can฀reach฀remote฀“visitors”

Assessment of Media and Methods Used in Public Programming

SLIDE 14

Chapter 6: Presentation Options

6.27 Selection of school programming tools is a mix of art and

• science. This section is in three parts:
• ฀a฀brief฀description฀of฀key฀program฀types฀used฀by฀

environmental and outdoor educators

• ฀a฀set฀of฀criteria฀for฀identifying฀and฀assessing฀the฀

strengths and weaknesses of different program types

• ฀a฀tentative฀assessment฀of฀the฀program฀types฀using฀

the above criteria Alberta Parks develops and delivers school programs with clear฀connections฀to฀grade-specific฀curricula฀developed฀ by Alberta Education. Alberta Education puts strong emphasis on inquiry learning (see definition In Chapter 5: Curriculum Review) and constructivist learning theory in both their science and social studies curriculum guides. This along with a strong emphasis on experiential education and direct experience will continue to be the policy for school programming within the David Thompson Corridor. Common program types are described below. They are based on the experience of the consulting team observing program delivery in numerous venues (nature centres, parks, museums, etc.) across Canada.

Facilitated Discovery Activity

These฀are฀open-ended฀activities฀where฀students฀make฀their฀

• wn discoveries and observations and often their own

interpretations of the meanings and importance of their

• discoveries. Students work as individuals or in groups.

This type of activity is led by park staff, teachers and/or parent volunteers. It may last from ten minutes to a whole day depending on the type of activity and the age and capabilities of the participants. Students฀are฀encouraged฀to฀make฀hands-on฀discoveries,฀ record and share these discoveries with fellow students and adults and ponder the meanings of their discoveries. Facilitated discovery activities may include written or recorded instructions, special tools for observing or capture of creatures (e.g., magnifiers and nets) hand outs for recording observations, making illustrations and even recording images and sounds. Visitor Services staff facilitate these activities through providing tools, suggestions, and encouragement. Their purpose is to assist students in their learning through asking leading฀and฀open-ended฀questions฀and฀encouraging฀students฀ to form their own questions and interpretations about what they are seeing.

Facilitation of Discovery

Facilitation of discovery learning activities focuses on the learner and the process of learning. The facilitator takes a back seat in this process, encouraging critical thinking, enhanced observation, development and testing of hypotheses and synthesis of new understanding through selected use of guiding questions, the occasional provision of information and facts and enthusiastic support for asking questions and developing strategies and approaches for finding the answers.

The activity takes place in a discrete area. A student or group stops at a site or moves along a short section of trail, river with a task that could include viewing or finding signs of wildlife, finding artifacts, watching or finding evidence of natural process, identifying characteristics of specific habitats, etc.

Discovery Hike

This hike consists of a series of discovery activities along a related฀theme฀(e.g.,฀discovering฀the฀Montane฀Forest฀biome,฀

• r what is Crimson Lake really like?). The hike may follow

specific route with planned discovery stations or it may be less structured with a broader discovery theme.

Guided Hike

This activity is led by park staff, teachers and/or parent volunteers.฀Duration฀can฀range฀from฀a฀half-hour฀to฀a฀day.฀ The group leader is the focus of a guided walk. She or he leads the students through a landscape, usually along a trail฀stopping฀at฀pre-determined฀locations฀to฀telling฀a฀story,฀ point-out฀and฀describe฀a฀landscape฀or฀cultural฀feature฀and/or฀ natural process (e.g., identify a native plant and describe its traditional uses, or point out signs of erosion etc.).

Simulation Activity/Game

The objective of this type of activity is to help students experience a complex concept or process that may not be easily observable in nature. Typical simulation activities include standard predator prey games, food chain activities

• etc. Duration can range from ten minutes to an hour.

Good sources of simulation activities include the writings

• f฀Steve฀VanMatre฀and฀Joseph฀Cornell.฀

School Programming

Personal Programs

SLIDE 15

6.30

Visitor Services Development Plan for the David Thompson Corridor

Printed Activity Guides

These are documents designed to be used by students, teachers, volunteers and park staff. They guide participants through activities that will take place in the park and may include background information and places for students to take notes and make drawings. They may also include or be supplemented฀by฀separate฀printed฀guides฀for฀pre-vist฀and฀post- visit activities. Activity guides are either provided to teachers before the class arrives, when they arrive at the Learning Centre, or after their฀visit฀(post-visit฀activity฀guides฀only).฀Digital฀versions฀of฀ activity guides can also be emailed to participating teachers or downloaded by teachers from the park website.

Teacher Kits

These vary widely in sophistication and complexity. Generally designed฀to฀be฀stand-alone฀units฀that฀include฀all฀the฀materials฀ needed to prepare for a visit to the park, take part in a series

• f฀learning฀activities฀in฀the฀park,฀and฀follow-up฀after฀the฀visit.฀

They are ideally developed with local teacher involvement for maximum utility. They can be designed for use at the park, or in the classroom, the school grounds or natural areas close to the school. T eacher kits can range from a simple printed guide perhaps with one or more black line masters for student work sheets, to packages that include many of the following:

• ฀an฀introductory฀PowerPoint฀presentation฀and฀script฀
• r a video on DVD
• ฀background฀info฀for฀teachers฀and฀students
• ฀pre฀and฀post฀park-visit฀activities฀
• ฀activity฀instructions฀for฀teachers฀and฀students
• ฀a฀route฀map฀with฀suggested฀activity฀stations฀marked,฀

if for a specific site, along with washroom and shelter locations etc

• ฀instructions฀for฀how฀students฀can฀make฀equipment฀

that฀they฀will฀use฀on-site

• ฀work฀sheets฀and฀checklists฀for฀students฀and฀teachers
• ฀sections฀identifying฀curriculum฀connections,฀learning฀
• utcomes and scope and sequence of the learning

process

• ฀class฀sets฀of฀equipment฀and฀tools฀needed฀for฀on-site฀

learning activities

• ฀props฀and฀specimens฀(e.g.,฀skulls,฀furs,฀historic฀

photographs) for students to study

• ฀video฀or฀PowerPoint฀presentation฀for฀view-with-a-

purpose activities (see sidebar on this page)

• ฀an฀evaluation฀form฀to฀assess฀effectiveness฀

Non-Personal Programs

Focus on Viewing With A Purpose

This is a term used by teachers in the United Kingdom and some parts of Canada for learning using video presentations. Before watching a video or multimedia presentation, students are asked to look for a series of incidents within the video

• n to reflect on their meaning and purpose as they watch the
• presentation. Researchers have found that students learning

is often greatly enhanced by this approach as opposed to watching the video presentation and then being asked questions after it is over.