Edutainment and Leisure

EDUC31691 Edutainment and Leisure 20 Semester 1 Undergraduate Level 6 Miriam Firth Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 We discuss the origins of the term ‘Edutainment’ in order to critique how education and entertainment can be strategically planned within the leisure experience. For the assessment students on this unit will complete a quantitative study to analyse consumer opinions on Edutainment in a Leisure context/organisation. The quantitative data will be provided to students on the unit. Through analysis of consumer opinions students on this unit will present recommendations on effective edutainment for leisure organisation managers. We discuss the origins of the term ‘Edutainment’ in order to critique how education and entertainment can be strategically planned within the leisure experience. For the assessment students on this unit will complete a quantitative study to analyse consumer opinions on Edutainment in a Leisure context/organisation. The quantitative data will be provided to students on the unit. Through analysis of consumer opinions students on this unit will present recommendations on effective edutainment for leisure organisation managers. 1. Critically analyse Edutainment in Leisure contexts in order to explore current practices, policy and social activities.2. Examine how edutainment is consumed in leisure contexts through seeking consumer perspectives.3. Analyse consumer perspectives on edutainment in leisure in order to offer recommendations on effective edutainment for leisure. Demonstrate knowledge and understanding of edutainment located in the leisure industries.Demonstrate knowledge and understanding of consumer opinions on edutainment in leisure contexts. Application of existing theoretical frameworks on edutainment to leisure contexts.Analysis of primary data results in order to synthesise recommendations for industry managers. Gather secondary qualitative and quantitative sources to support the design of a quantitative research instrument.Analyse, and present results of quantitative analysis. Ability to gather secondary data and apply to analysis of primary quantitative data.Ability to present information to leisure managers from a quantitative studyAbility to discuss and reflect on edutainment from a small scale study. Students will be taught on campus and these classes will be supported with online learning materials. 0 Other 100% <table class="Table" style="border-collapse:collapse; border:none" width="640"> <tbody> <tr> <td style="border-bottom:1px solid black; width:281px; padding:0cm 7px 0cm 7px; height:60px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black" valign="top">Assessment task</td> <td style="border-bottom:1px solid black; width:95px; padding:0cm 7px 0cm 7px; height:60px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Length</td> <td style="border-bottom:1px solid black; width:151px; padding:0cm 7px 0cm 7px; height:60px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">How and when feedback is provided</td> <td style="border-bottom:1px solid black; width:113px; padding:0cm 7px 0cm 7px; height:60px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Weighting within unit (if relevant)</td> </tr> <tr> <td style="border-bottom:1px solid black; width:281px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">LinkedIn post to attract leisure business/organisation owners questions on Edutainment</td> <td style="border-bottom:1px solid black; width:95px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">200 words</td> <td style="border-bottom:1px solid black; width:151px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Via Online Professional Forum</td> <td style="border-bottom:1px solid black; width:113px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Formative</td> </tr> <tr> <td style="border-bottom:1px solid black; width:281px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Presentation OR Essay</td> <td style="border-bottom:1px solid black; width:95px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">30 minutes Via Turnitin BA Manage, Leadership, Leisure BA Manag, Leadership, Leisure Third Year Optional BA Educ, Leadership & Culture BA Educ, Leadership & Culture Third Year Optional Y Addis, M. (2005), "New technologies and cultural consumption – edutainment is born!", European Journal of Marketing, Vol. 39 No. 7/8, pp. 729-736. https://doi.org/10.1108/03090560510601734Hertzman, E., Anderson, D. and Rowley, S. (2008). Edutainment heritage tourist attractions: a portrait of visitors’ experiences at Storyeum. Museum management and curatorship (1990), 23(2), pp.155–175.Huey, L. and Broll, R. (2017). Punishment as Sublime Edutainment: ‘Horrid Spectacles’ at the Prison Museum. In The Palgrave Handbook of Prison Tourism. London: Palgrave Macmillan UK, pp. 517–539.Lepouras, G. and Vassilakis, C. (2005). Virtual museums for all: Employing game technology for edutainment. Virtual reality : the journal of the Virtual Reality Society, 8(2), pp.96–106.Rossetti, G., Wyatt, B., Ali-Knight, J., (2022/23) Festivals and Edutainment, Routledge Critical Event Studies Research Series,Seraphin, H. and Yallop, A. (2020). An analysis of children’s play in resort mini-clubs: potential strategic implications for the hospitality and tourism industry. World leisure journal, 62(2), pp.114–131.Stebbins, R.A. (1999). Educating for serious leisure: leisure education in theory and practice. World leisure & recreation, 41(4), pp.14–19. Lectures 35 0 0