Level 2: Guide to International/ National Links

Research Projects

• Share best practices curricula with respective teachers in province, country or globally
• economic, social and environmental impact of tourism industry – comparative study of regions/localities of two centres involved
• test how tourism in the respective locations caters for customers with special needs (e.g. visually impaired, mobility problems, literacy/numeracy difficulties, hearing impairment, non-native language speakers)
• working abroad – research differences in working conditions in tourism in the respective locations – job profiles, pay, hours, conditions of service, work permit/visa requirements
• design joint survey – to test either (i) attitudes of local community towards tourism; (ii) holiday patterns and intentions of peers and/or local residents; (iii) viability of establishing exchange visit links between two regions 
• other practical things that students can do on the web:
• get the latest news or do research from The New York Times, The Globe and Mail or thousands of other major and minor daily newspapers from around the world;
• put together a simple homepage on a theme surrounding an issue, period, technique, procedure, or themselves, their school and Academy etc; You can use an HTML editor such as Webedit, Coffeecup, Netscape Gold or HotMetal to teach them how to put simple pages together quickly (some even have wizards that guide you through the steps) or an adept class can learn a few HTML tags and be off to explore;
• read almost any well-known book, series of books, collected works and reviews/ criticism/ theories regarding these books. While it is not feasible to read a whole book on line (but go ahead – try it), it is certainly possible to download whole books electronic analysis as a way of examining some specific passages in detail. There is likely an abundance of information on the Internet about your book or author;
• Students may consult a variety of reference materials on the same topic or learn the fine points of style and grammar from an inexhaustible number of online style guides. Reference materials on the Web make a national library look like a bookmobile;
• Art students can view almost any painting, and music students hear almost any music on the Web quickly and easily. The Internet is growing at an astounding exponential rate. If it’s not there today, try again tomorrow.

NOTE: http://national.gallery.ca and peruse the Cybermuse project supported by American Express;

In some cases, it is possible for students to correspond with experts in the field they are studying;

Students can explore personal interests such as hobbies, travel and sports easily using the Web.

Product Creation

• create a brochure about your own region specifically designed to attract visitors from the region of your overseas partner school/college. Exchange brochures and evaluate with respective intended client groups;
• produce a joint newsletter to highlight approaches to tourism studies in the two centres;
• plan and run two events (e.g. exhibition, meal, illustrated talk), one in each centre, focusing on the region of the partner school/college;

• try publishing a ‘Net Newspaper" about your school and Academy. Once you get past the initial struggle with HTML editors and simple formatting, this can be an extremely inexpensive way to publish a school newspaper that can go on the Web and even be sent to subscribers;
• publish student’s work for all the world to see. "Publish" to students really would mean something rather than just copies for a few friends;
• create a school Web page as focus for all your Web activity. It can be a good public relations for your school and a wonderful place to showcase student work to the world.

 Discussion Forum

• issue-based debates on tourism to provide students with more international perspectives – could be 3-way exchange;
• plan/run video conference between two centres involving visiting speakers and perhaps addressing an issue like "Is tourism sustainable?" or "Can the tourism industry attract a workforce with the skills and qualities it needs for the future?"

On to Level 3