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WALKABOUT & DISCOVERY

LEARNING OBJECTIVES

Improving knowledge about the issues and opportunities of a neighbourhood or an area, and understanding more about the citizens, their culture and problems.

KEYWORDS

  • Interactive Learning

  • Cultural Connection

DURATION

2 -3 hours

SKILLS

  • Orientation skills

  • self confidence & self esteem

PREPARATION

Knowledge about the area, providing participants with a quick guideline as to what they are asked to do.

Special attention is needed to - the needs of participants with difficulties of orientation; - to their capacity of using online and/or physical maps; - to people with mobility issues or/and other disabilities; - to children eventually involved attention is needed to following them but without limiting the freedom of their reflection.

TOOLS AND MATERIALS


  • Smartphone/Ipad/Camera

  • Dice (Real or virtual)

  • maps(printed or map application

DESCRIPTION

1. Preparation:

Arrange a visit to a cultural area or create a designated space that showcases various cultural elements. - Explain the activity to participants, encouraging them to observe, interact, and collect items that resonate with their cultural identity.


2. Walkabout:

Introduce the WALKABOUT method: Instruct participants to use their mobile phones and open the "Electronic Dice" application. - Provide an example link (e.g., https://freeonlinedice.com/) or suggest virtual dice websites. - Establish a simple orientation system (e.g., 1: Go straight, 2: Turn left, 3: Turn right, 4: Turn back). - Encourage participants to determine their preferences for each number and direction pairing. - Emphasize that the rolled number will determine their next direction or action during the cultural exploration.

3.Walk:

Instruct participants to explore the area using the walkabout method and capture photos. 4. Presentation and Discussion: - Return to the room (or another designated area) and invite participants to present their photos and share their experiences.


5.Optional:

Incorporate a creative activity such as ornamental painting, collaborative painting, or video creation using the pictures and images collected by the participants.

BLENDED ELEMENTS/TUTORIAL

In the case of adult learners, if your participants don't have any special needs and they have sufficient knowledge about the neighbourhood that you are going to explore, you can organise the walkabout as a blended, autochthonous activity.


















































































TIPS AND RECOMMANDATIONS

Variation 1:

If physical visits to cultural areas are challenging, consider utilizing virtual tours or online resources that showcase diverse cultural elements.

Adaptation: Customize the cultural area experience to match specific training objectives, such as focusing on workplace diversity or global business practices.


Variation 2: - Modify the WALKABOUT method to suit the specific context or subject matter. For example, create a WALKABOUT that centres on historical landmarks or industry-specific locations.

Adaptation: Align the WALKABOUT method with the organization's training goals, emphasizing elements that enhance team collaboration, innovation, or problem-solving. Variation 3: - Explore different technologies or apps that align with the training objectives. For instance, consider using augmented reality (AR) applications for virtual exploration. - Adaptation: Select technology tools that are accessible and relevant to the participants' professional context. Consider integrating company-specific apps or platforms.

EXPECTED OUTCOMES

Participants develop a deeper understanding of diverse cultural elements through active exploration of a cultural area and the collection of items related to their own culture. Learners demonstrate proficiency in using their mobile phones to search for and interact with virtual dice, showcasing the integration of technology into the learning process. By engaging in the virtual dice activity, participants improve their decision-making skills by correlating numbers with specific directions and effectively navigating the cultural area. Conducted in a group setting, the activity fosters communication and collaboration as participants share their discoveries and engage in discussions about the cultural significance of their collected items.

REFERENCES AND USEFUL SOURCES


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