Enhancing student employability through technology How the use of a computer reservation

system can help develop the skills and competencies required in the work place.
Introduction and Background
Many tertiary education institutes are under increased pressure from government, as well as feepaying students and their families for more clarity about the way in which their curricula build skills
and competencies needed in the work place (OECD, 2008). These competencies are needed to meet
the constantly changing needs of learners, employers and professional travel companies. GOOD
GENERAL INTRODUCTORY STATEMENT
This task outlines the redesign of my teaching of 2 National Certificates in Travel. In this redesign, I
use Amadeus, an airline computer reservations system, as a tool for the majority of the 152 credits
that I teach over 2 semesters. This enhancement will ideally enhance the students future employment
opportunities in the travel industry. I also hope that the new structure will engage learners in
assessment and feedback, both critical elements for improving learning. HAPPY WITH THIS!
Context and current practice
Description of the course prior to the initiative
For 16 years I have been teaching content for two National Certificates in travel, including levels 3 and
4. I have worked through this material, block by block, unit standard by unit standard, like a Lego set
with four walls constructed around the edge, but little substance in the middle. Students cover 152
credits (1520 hours of content) which are to be delivered in 30 weeks. My attention was so focussed
on what the institute and our industry training organisation would consider the finished structure, that I
feel I did not communicate the tacit knowledge required by industry. (I ADMIRE THIS HONEST SELFREFLECTION)
Proposed Changes
It is my intention that students will demonstrate their digital skills in relation to a range of commonly
used travel technologies and apply them for a greater percent of their academic journey. My hope is
that students will acquire a far more robust house of learning and be able to transfer these skills to a
range of work contexts (Clearly stated)
Amadeus is a computer reservation system operated by 60% of the worlds travel agencies and is
used by 115 airlines. It is a system where a consultant can create reservations, ticketing; create
airfares and pricing, revenue management, along with accurate information on visas, passports,
climate, health regulations, currency exchange, hotel and car bookings. As students become au fait
with Amadeus, I then introduce yet another new computer programme, Virtual Travel Office (VTO)
which is a back office which is a system to file clients profiles, to produce documentation, such as

receipts, invoices. Essentially, the VTO system mirrors all the information that is loaded into the
Amadeus programme and then generates all the administration tasks.
Rationale for proposed change
In the National Certificate in Travel (levels 3 & 4), at present, only three unit standards cover the use
of Amadeus, amounting to a total of 16 credits (160 hours) barely 10% of the curriculum, when in
reality the travel industry would use an airline computer reservation system and back office for 80% of
their working day, for all forms of booking itineraries.
My decision to introduce changes is largely based on the feedback that I received from graduating
students in exit interviews and the recognition of the centrality of Amadeus for their future work
requirements. Students felt that much of the present content, overlapped and suggested they could
have used technology in many of the units and therefore experience an authentic work place
scenario. Representative student comments are presented here:
I loved Amadeus, it was hard to learn to begin with, but after using it a while I felt like a
professional and was very comfortable with all its keys and commands...
Amadeus was my favourite, I felt like I was actually doing something that travel agents do.
I got sick of all the written assessments that seemed to ask the same questions, just about
different countries , I know each country is different but not much stayed in my head, like the
difference between Vietnam and Cambodia, I honestly couldnt tell you much about each

At first I hated Amadeus, I thought I was dumb, but after a few weeks it got easier and I got
really good at it, I liked being able to see the bookings I was making like it was real
(Anonymous students, date November 2013) (GREAT FEEDBACK)
Theoretical support for my initiative
The responsibility for building my Lego construction rests purely on my shoulders, since unit
standards lend themselves to integrated assessment and can facilitate a holistic approach (NZQA ),
but I realised that I was fitting the student to my institutionalised mind set rather than adapting
teaching to students needs (Nicol, 2006) (Authentic self-reflection- well done!)
I was contributing to the students learning, by breaking up the learning into even sized Lego pieces
and providing a tool to use with each block. I was also coaching, advising, modelling tasks and putting
up scaffolding on my model house. All of these approaches helped to get students to the roof.
However, I was not preparing students to fulfil Vygotskys statement that what the child is able to do
in collaboration today he will be able to do independently tomorrow" (Vygotsky, 1978, p. 211).

In order to counter this limiting method of subliminally encouraging students to focus on the end
product of each unit, I have had to question whether I was just building walls with a mix of Lego and
Duplo, highly praised products which did not necessarily click together to ensure a sound structure.
Whilst there is a certain amount of formal summative assessment required for the travel industry, for
example the International Air Transport Association exam which is recognised worldwide and required
for accreditation, this comprises only a small amount of the overall evaluative requirements within the
working environment.
Empowering students
Nicol suggests that we should be guiding the student from Engagement a point where we the
teacher, fit the student in the institute, moving them to a far more powerful position of adapting the
institute to the student (Nicol, 2007), where by the learner is self regulated. For example Nicols in his
keynote speech suggested that:
Empowerment here has a primary focus on how students learn to monitor,
manage and take responsibility for their own learning, rather than on who
has power in the teaching-learning relationship (Nicol, 2007)
Nicol proposes that the more students are academically and socially involved (the horizontal arrows)
the more likely they are to persevere with their learning journey and reach their goal by succeeding in
their studies. Nicol believes that in tertiary teaching one should provide an integrated experience
where the academic and the social are reciprocal in their support for student development.

(Nicol, 2009)
The first aspect of the above diagram is the vertical arrow between the Engagement towards
empowerment, I say towards since this is a process of adaption which highlights the value and
responsibility of the facilitator, although we talk about teachers, this role I see as important not only as
an educator but also as mentor, a mother or anyone who smoothes the progress of another person.

I had previously considered that empowerment was the same as engagement, however it appears
there is a distinct difference. Empowerment is giving the learner the authority to make decisions about
their learning. Although as educators and professionals in our field of study we create academic
structures, we need build on methods to give our student the authority to decide on schedules, goals
and even every day priorities. Consequently empowerment is just a piece of the larger jigsaw. The
more the students feel like they have the authority to make decisions about how their work is done,
the more engaged they become in their study. (INTERESTING DISCUSSION)
Empowerment leads to greater collaboration, the cooperation of students that can lead to increased
accomplishment as a whole. By giving students ownership over their work, and making ourselves
emotionally available to our students, the more fully engaged the students will be in their work, in their
sense of belonging to the institute, which is the starting point of the vertical line.
Drawing on the work of Nicol (2007) I aim to target both the academic and the social dimension to
support student development, with the view that the academic experiences can support social
experience, and that the social experience will increase and boost the academic process.(YES, VERY
IMPORTANT POINT) With this in mind I have specifically enabled the flow of ideas across the class
room by adding a block of flat desks in the centre of the computer lab which holds 30 computers, thus
encouraging students to roll their seats to the table and away from the computer. Sadly the
geography of many institute computer classroom are not conducive to group work, but with a little
creativity, (and stealing tables from other large flat classrooms) I have managed to organise my area
into three areas for different learning activities:

Computer area
Teacher directed area
Team/planning area
Pseudo travel agency area GREAT THINKING!

(Creative thinking around the learning space- something recommended in the book Teaching with
Emotional intelligence I really like your deliberate attention to these kinds of details.)

Constructivist learning model

In addition to this organisation of the physical space, I also try to ensure (LINK SENTENCE TO
ENHANCE READABILITY) that the classroom environment is comfortable and non-threatening and
that the construction of knowledge is done through reciprocal student-to-student or student-to teacher
interaction. Emphasis is on the learning process by, actively engaging the students in activities that
promote a constructivist learning experience though the following elements:
experimentation

 risk
Challenge In this way, the classroom is no longer a place where the teacher ("expert") pours
knowledge into passive students, who wait like empty vessels to be filled. In the constructivist
model, the students are urged to be actively involved in their own process of learning. The teacher
functions more as a facilitator who coaches, mediates, prompts, and helps students develop and
assess their understanding, and thereby their learning (Brooks, 2004) One of the teacher's
biggest jobs becomes asking good questions.
In the constructivist classroom, both teacher and students think of knowledge not as inert factoids
to be memorized, but as a dynamic, ever-changing view of the world we live in and the ability to
successfully stretch and explore that view. The chart below compares the traditional classroom to
the constructivist one. There are significant differences in basic assumptions about knowledge,
students, and learning. (It's important, however, to bear in mind that constructivists acknowledge
that students are constructing knowledge in traditional classrooms, too. It's really a matter of the
emphasis being on the student, not on the instructor.)

Thirteen Ed Online (2004). (THIS IS A VERY HELPFUL SUMMARY)

The first major contemporaries to develop an idea of constructivism in a classroom setting were Jean
Piaget and John Dewey(Dewey,1916). Dewey believed that education depend on action. He argued
that knowledge and ideas only emerged from a situation in which the learners had to draw out them
out of experiences that had meaning and importance to them. These situations had to occur in a
social setting, such as a classroom, where students were involved in manipulating materials and

therefore, a community of learners was built and knowledge was formed together with the community
(Piaget,1973).
I tend towards John Deweys principle that if human beings were given the freedom to pursue their
own interests within a supportive environment, human knowledge and understanding would flourish.
Dewey also refers to peoples interest as what they are interested in or what is in their best interest
(Dewey,1916).
Such constructivist views of learning correlate nicely with the philosophy of my teaching philosophy
and underlie my teaching of technology. in this respect I endorse the words of Lynne Schrum, who
argues that in teaching and writing about technology in social studies, researchers and teacher
educators need to be clear and explicit about what learning theory informs the ways in which learning
will be extended through the use of technology (schrum,2001).
I believe I follow the pathway of a constructivist educator. I have come to this understanding mainly
through experience, study and guiding learners in their studies. I have always had a love of learning.
My teaching methods and view of learning reflect the idea I have of how I would have liked my
teachers to teach.
"Students are accustomed to more teacher control and directions, an emphasis
on correct answers, not expressing their thought processes, extensive practice
of skills, and similar conventional classroom events." (Resnick,1987)
The previous quote describes my thinking about learning when I was at school, before entering the
teaching profession, where as now I appreciate that education is about adapting to a changing world.
We must keep pace and stay relevant to keep learners engaged. Education must be learner-centred
and personalised. In my view the teachers role is to guide, provide access to information rather than
acting as the primary source of information, the students search for knowledge is met as they learn to
find answers to their questions.
Brooks and Brooks list a summary of characteristics of a constructivist classroom teacher:
1. Become one of many resources that the student may learn from, not the primary source of
2.

information.
Engage students in experiences that challenge previous conceptions of their existing

knowledge.
3. Encourage the spirit of questioning by asking thoughtful, open-ended questions. Encourage
thoughtful discussion among students.
4. Don't separate knowing from the process of finding out.
5. Insist on clear expression from students. When students can communicate their
understanding, then they have truly learned." (Brooks and Brooks,1993, p.25)
I have been touched by each one of these ideas about being a constructivist teacher at some level
through the constructivism PG tertiary teaching course. I am now able to better understand the idea of
constructivist in the classroom but know that I need a lot of practice to fully implement the ideas of it
smoothly.
Teaching also provides continual learning and growth for me. One of my hopes as a teacher is to instil
the love of leaning into the students. In our competitive society, and an even more competitive travel

industry, it is important for students to not only receive a solid foundation, but to work with someone
who is aware and sensitive to their needs. I believe that everyone has the potential to succeed.
Ultimately the success of this new development rests on the degree to which I am able to model the
change that I am fostering.
Description of the implementation of the changed approach.
With this collection of units and with employability in the forefront of my mind, I looked critically at
how my 8 courses were set out, and then rearranged them with Amadeus training as my primary
focus. I looked at the knowledge and the skills required by the students, and made the task fit the
outcomes. The underpinning comprehension required was not to memorise the hundreds of functions
and command entries, but to work systematically towards demonstrating and applying these new
skills. The operation of this computer system, is one where skills are gained week by week, through
understanding the software and the used of structured exercises, each building o the last lesson. (See
Appendix 2) The unit standard recommendation for the skills that should be mastered to gain
competency in the computer reservation system is planned around a very linear set of performance
criteria. Each element essential is essential, and students can learn them in the recommended 40
hours. I have for the past 15 years taught it as a 2 week block, but the students recall at a later date is
very limited.

In my revised initiative, I started every session with a concrete experience, in line with Kolbs
experiential learning cycle (1984). Kolb suggests that there are four stages in learning which follow
from each other and these four elements are formed in a loop which you can start at any point, though
normally you start with an experience:

Kolb's Learning Cycle

The four elements of Kolb's Learning Cycle

Experience -doing it

Observations and reflections- reviewing and reflecting on the experience

Development of ideas- learning from the experience

Testing ideas in practice- planning, trying out what you have learned

I presented the facts to the class, and gave them the basic functions that they could apply. Once the
students felt comfortable applying these commands, I took time out from the doing and let them

experiment with the various functions, letting them discuss and collaborate on the range of functions
and reflect on what knowledge they had gained. This process helped them to make sense of the
purpose of each command and allowed them to do make decisions on where these new skills would
take them as they created a reservation methodically. Additionally, I now use Amadeus as a tool in
most of my programme, not to assess the skill for the competency for the unit but as a practice and
formative assessment throughout the entire year, to the point where the student is comfortable logging
on to a computer and making reservations for a round the world journey
In addition to my change in approach, I have included a feedback component for each session. At the
end of a lesson or at the end of the day on field trip, I hand out the cards to the students. Depending
on the cards the student has been dealt, they have to give feedback as follows:

Diamonds: The facts What happened? The experiencing part of the cycle.

A diamond is precious. A Diamond is hard; the diamond represents hard facts (not opinions). This is
the stage where you recall the sequence of events.

Hearts: What did you experience? Processing and publishing

This is the heart of the cycle. It represents gut feelings as well as intuitive sensing feelings on the
fringes of perception. This is where you tune into your experiences and to express and share your
feeling. Feelings are usually opinions.

Spades: Findings What did happen? Generalising.

This is the spades part of the cycle. Spades are for digging and investigating. The question why and
next time belongs here. So do interpretations, meanings and judgement.
There will never be time to dig the whole field so take care to ensure that most of the digging takes
place in the most productive areas.

Clubs: Futures: How will it affect you (active planning and experimentation).

This is the clubs part of the cycle. This 3-leafed symbol represents future growth and possibilities. If it
were to be a golf club, you would choose you club according to the distance ( a short putt or a long
drive).consequently you need a selection of clubs for predictions (what has changed already and
what will be different anyway?) for possibilities (what choices do I have?).
Then of course there is the Joker, which I see as myself, a wild card that can be played anytime, it is
sharp, quick and perceptive, I bring fresh perspectives, I am alive and dynamic, I now feel equipped to
challenge procedures and above all, the joker let me trust my judgement and play my own
game.Every game needs a joker!

To successfully change and direct the implementation of this initiative around utilising an airline
computer reservation system and embedding it into 60% of my units, I need to manage the challenge
that the class is composed of students with varying ability levels and expertise. Some students run
with the system, whilst others are slower to process this completely new programme, which is unlike
anything else they have worked with, and since it by special license the programme is not accessible
from home. In order to manage his diversity I incorporate the following elements:
Work with students who are less savvy in one area of the room, repeating demonstrations
Ask those students who have excelled to mentor those that are struggling
Book the lab for an extra hour at the end of my day to encourage more time to work with
those who are not coping.
Have Peer swat team, who students call on for assistance if I am with another student.
Additionally, I focus on the process of Amadeus and not the right answers, the system will not accept
an incorrect entry, it will not auto-correct it, but it will come up with a message system error. As a
result when the student encounters a problem they are encouraged to review this with their neighbour
or the peer swat team.
I do encourage students to get in tune with each other, the class create their own class contract at the
start of the year, which includes their rule that only one person speaks at a time, and I constantly
check the class temperature asking for student to indicate their energy level with their hand as the
day progresses.
Evaluation
Student have recently taken part in 16 assignments, in 10 of these units I incorporated Amadeus and
VTO in their content and assessment. Grades have been exceptionally high however looking at the
first semesters work as a whole but there are a huge number of variables involved in evaluating the
positive or negative effects of technology upon any given student's learning.
A clear outcome that I have observed over the semester is that slower students could practice
corrective command and review material that they have yet to master. Stronger students, on the other
hand, could move quickly through additional material, improving their understanding unencumbered
by the pace of their slower peers. I release course materials via e-campus/Moodle on a fixed
schedule; for example, a new unit on each Monday, Wednesday, and Friday of the course. Students
can work on the units any time after their release. Ive noticed that students tend to work on thir
formative assessments as soon after I have uploaded them on the net. I ask the class as a whole
what they consider their deadline should be, each set their own deadline. I then set an open time on
e-campus and leave deadline flexible, however each student is aware of their chosen deadline and
are therefore responsible for handing in on that given date. I have observed those student who work
at a reduced speed set deadline usually a week later than those who are comfortable with learning the
system.
Distraction is the biggest negative of any online technology, especially with student having access to
Facebook in class, but this can be managed by keeping the students engaged. The airline technology
keeps students engaged when used appropriately; for example the student can manipulate variables

in an open-ended scenario and observe the results. An illustration of this physical work place
simulation would be a customer case study in which the student can operate certain factors and
observe the outcome. Educational simulations using Amadeus, have a number of advantages over
tell and do instructions. Students often find active participation in the simulated case study to be
more interesting, intrinsically motivating and closer to real word experiences (Alessi & Tropp,2001).
Replication of real life scenarios have been shown to provide transfer of learning with the result that
what is learned smoothes the progress of improved performance in real world settings. (Alessi &
Tropp,2001). Therefore the technology prepares students for employability. The majority of my
students who I teach have thanked me for pushing them to use technology and forcing them to do all
of their work electronically. I use Google Docs and E-campus (Moodle) heavily in my classroom and
90% of my work is submitted electronically. Within this approach Amadeus and VTO can deliver
educational inputs that teachers alone could not provide in a cost effective way.

The students are learning a skill that is best mastered through repetition and practice, computer-aided
instruction like Amadeus and VTO has been highly motivating and very effective. This makes
technology a very positive and useful tool for learning for airline reservation skills. A positive effect I
see over and over again in my classroom is a student's increased buy-in to the worth of an
assignment when it is somehow technologically oriented. This has been really effective for my
learners who are at the lower end of the scale in regards to literacy and numeracy (IT WILL BE
INTERESTING TO SEE IF THE STUDENT FEEBACK BACKS THIS UP?)
However I have observed a negative side. Technology may be very effective in providing drill in the
spelling of isolated words, or showing the error of a command but computer programmes are often not
the most effective way to learn how to define words through use of context, how calculations occur
and other interpretative skills. Amadeus and VTO programmes are creating professional
documentation which any travel agent would be proud of, but I am now concerned that as a negative
effect I see is that students who are on the lower spectrum in learning often seem unwilling or unable
to complete assignments that do not involve some aspect of technology, they have almost a tech
dependency.
One enormous effect that I have seen in the classroom, in terms of writing, is the decline of a school
leavers ability to write using complete sentences and complete words. Using shorthand language
developed for cell phones shows up in student writings. It's almost as if many of these student believe
that using a cell phone to communicate will be the only method of sharing information in the future,
and everyone one will use "How r u?" The end result appears to be a classroom full of perfectly
produced airline tickets and sets of accounts created by students, but there are those who cannot tell
you about how the finalised financial records were structured. I am also dismayed at how the younger
students see no point in using a dictionary, doing math by hand, or learning to spell words correctly.
Writing becomes so much more engaging when the words selected are colourful, powerful and/or

otherwise imposing. One of my mantras in class is the importance of painting pictures with words
since travel agents are selling a dream, and intangible product that cannot be seen other than in the
descriptive words used by the consultant. It seems that mediocrity seems to be the choice: travel
technology and the internet in general offers immediate gratification, and a machine to think for the
individual.
This drop in the level of critical thinking is something that greatly concerns me. My fear is that
students may become overly dependent on the technology and will get too used to the instant
gratification of templates. This supports support my belief that It is imperative that students must
continually be encouraged to learn the processes research, study, and investigation and enjoy the
analysis of information to enhance their thinking processes.
Aside from content, student age and learning style preferences also needs to be considered when
evaluating the positive or negative impact of technology as a teaching tool. Like most instructional
techniques and tools, technology needs to be used appropriately, carefully, and responsibly. Certain
tools and programs can really transform a classroom or a student. It is about how the tools are used.
Technology should complement, not replace, good instruction.
Next semester I take Amadeus and VTO a higher level, and although the grades for semester are
greatly improved, it is important that I not use this technology solely as a means to make all travel
related decisions nor should I completely reject this technology and view it as some evil. I must learn
to look critically at my use of this system while also appreciating the benefits and possibilities which it
provides.
This paper has presented a discussion of educational simulations as a methodology for providing
some aspects of learning in the traditional classroom. From the comments of the students (see
attached) it appears that this simulation allowed students to apply concepts that were learned
throughout the semester in way that my prior teaching of this subject did not accomplish.
The use of CRS should not be used as a preplacement for more traditional methods of travel training,
without the foundation knowledge this simulation would not work. As the literature suggests,
simulations are likely inefficient for teaching terminology, factual knowledge, basic concepts or
principles (Anderson & Lawton,2009,p. 195). However, once this foundation has been set, and the
basement of my hotel has been built, this study shows that using a live CRS system can give
students a realistic environment in which to experience real life situations and thus higher level
learning.
References
Alessi S. M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd Ed.). (214,
254-257). Boston: Allyn & Bacon.

Alessi S. M. & Trollip, S.R. (2001). MULTIMEDIA FOR LEARNING: METHODS AND
DEVELOPMENT, 3rd edition. By Stephen M. Alessi and Stanley R. Trollip.Needham, MA: Allyn &
Bacon, 2001 retrieved from http://mlmiller.myweb.uga.edu/6200project/alessi.htm.
Retrieved 12 June, 2014)

Anderson, P. H., & Lawton, L. (2009). Business simulations and cognitive learning. Simulation &
Gaming, 40(2), 193216.

Brooks, J.G. and Brooks, M.G. (1993). In search of understanding: The case for constructivist
classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Brooks, J. (2004). Constructivism as a paradigm for teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Dewey, J. (1933/1998). How we think (rev. ed.). Boston, MA: Houghton Mifflin Company. Retrieved
fromhttp://condor.admin.ccny.cuny.edu/~hhartman/Building%20an%20Understanding%20of
%20Constructivism.htm
Kearsley, Greg (1994 2008). Explorations in Learning & Instruction: The Theory Into Practice
Database > The Theories> Multiple Intelligences (H. Gardner). Retrieved from
http://tip.psychology.org/gardner.html Retrieval date: 25 March,2014
Kolb D. A. (1984). Experiential Learning experience as a source of learning and development, New
Jersey: Prentice Hall.
Nicol, D (2006). Priniclples of good assessment and feedback: Theory and practice. Retrieved 10th
April from http://www.itl.usyd.edu.au/assessmentresources/pdf/Link9.pdf
Schrum, L. (2001, January 20). Teaching social studies in the 21st century: Technology, social justice
and teacher education . Presentation to College and University Faculty Retreat. Athens, Georgia:
University of Georgia,. Retrieved from
http://www.citejournal.org/vol1/iss3/currentissues/socialstudies/article2.htm

Thirteen ed online: Concept to Classroom (2004). Workshop: Constructivism as a Paradigm for

Teaching and Learning. At, http://www.thirteen.org/edonline/concept2class/constructivism/ Retrieval
date: March 30,2014.

Vygotsky, L. (1978). "Interaction between learning and development." (pp. 79-91). In Mind in Society.
(Trans. M. Cole). Cambridge, MA: Harvard University Press.