Abstract:The proposed conceptual framework explores how small-scale farms can combine agricultural products and tourism into an eco-innovation strategy. This paper presents a case study conducted on a family-run farm within the territory of the Paiwan tribal community of the North Dawu Mountain situated in the Central Mountain Range of Taiwan. The area has become an important coffee-farming region since the Japanese colonial period between 1895 and 1945. For many years, most of the indigenous farmers of the area have cultivated varieties of coffee plants using traditional, non-commercial methods, such as a single-sale channel. The small-scale farmer implements an integrated approach that systematically optimizes supply chain relationships to improve both the upstream and downstream sides of agri-food tourism services. The upstream element of agri-food tourism, for example, can be adjusted to employ organic or "natural" farming methods that allow small-scale farmers to secure an "organic" certification. Based on this approach, a small farm is gradually transformed into a type of educational institution that can demonstrate to customers the methods for farming high-quality organic coffee while also attracting tourists of various backgrounds to experience the downstream components of agri-food tourism in a recreational setting. This case study highlights how a particular small-scale farmer plays an important role in attracting other tribal farmers to engage in sustainable practices that help preserve cultural, social, and environmental systems while also presenting agri-food tourism as a brand identity.
Today education has increasing impacted on dynamic factors from fast changes of information and communication technology (ICT). Such as functions of Microsoft’s Offices and social media of Facebook, Line, Instagram (IG) are all appearances in our living environment. Although those ICTs’ tools have more and more convened in our life, however, they also have made students becoming laze and lack of cooperative learning attitude with others, this causes student’s ICT tools look fruitful but their competence is lower than before. Therefore, how to enhance student’s ICT competence has become an important issue in teaching methodology and strategy. In this paper aims to develop an effective teaching strategy on fitting this challenge. Through a way on using project-based learning in understanding the tourism knowledge, we find that student’s ICT competence needs more advanced improvement on how to integrate tools of ICT, as well as how to work together with others when go through a team work project. This paper has a critical contribution on using ICT to construct an unknown industrial knowledge. And this knowledge is abstraction and difficult to understand in a traditional class teaching, but through project-based learning with ICT thus approached.
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