Final plan has been amended below

Self Assessment of Learning Outcomes

1 - little evidence
2 - some evidence
3 - average
4 - very good
5 - excellent

• Week 1-What is flexible learning?
  Analysis and synthesis 3
  Original thoughts 3
  References 4



• Week 2-Why we need flexible learning
  Analysis and synthesis 4
  Original thoughts 4
  References3



• Week 3-Examples of Flexible Learning - distance, correspondence, online
  Analysis and synthesis 2
  Original thoughts 3
  References 3



• Week 4-Examples of Flexible Learning - part time, block, blended
  Analysis and synthesis 3
  Original thoughts 3
  References 4



• Week 5-Examples of Flexible Learning - open, networked, RPL
  Analysis and synthesis 3
  Original thoughts 4
  References 4



• Week 6-Planning for flexible learning
  Analysis and synthesis 3
  Original thoughts 4
  References 4



• Week 7-Issues with flexible learning - The modern Internet
  Analysis and synthesis 4
  Original thoughts 4
  References 3
  


• Week 8-Issues with flexible learning - Sustainability
  Analysis and synthesis 4
  Original thoughts 3
  References 4
  


• Week 9-Issues with flexible learning - access and equity
  Analysis and synthesis 4
  Original thoughts 3 References 3
  


• Week 10-Issues with flexible learning - Cultural diversity
  Analysis and synthesis 4
  Original thoughts 4
  References 4
  


• Week 11-Flexible learning in educational organisations
  Analysis and synthesis 4
  Original thoughts 3
  References 3
  


• Week 12-National and International support for flexible learning development Analysis and synthesis 4
  Original thoughts 4
  References 3
  

UPDATED *******Week Fourteen- Flexible learning development plan

INTRODUCTION

Project name:

• The development of a distance learning course that involves the production of bi lingual learning resources for local & international cookery students.

Date:

• 27.06.08

Organisation:

• Otago polytechnic, Cromwell Campus.

Project author details:

• Chris Smith ,Catering Lecturer, Otago polytechnic- Cromwell Campus.

Executive summary :

• This is a flexible development plan to develop flexible delivery methods for a western cookery module using a range of multimedia available as part of a distance package for both foreign and domestic students and students with disabilities.The plan is aimed at learners who are disadvantaged by location, can only attend a part time program or as part of a foreign training program.The program will be theory and practical based with the practical assessments only being undertaken at Cromwell Campus during a 3 week long block.Videos will be used to show practical demonstrations and techniques with audio in either English or translated to a foreign language. The videos will be posted on you-tube or available on CD-Rom. Theory material available in several languages will be posted on blogs or on Otago Polytechnic's Blackboard site with Power points converted to videos and self marking assessments, information will also be available in hard copy. The program increases the number of students that can potentially enrol at Cromwell campus as several 3 week blocks can be held throughout the year optimising sustainability. Having generic teaching resources that are adapted to different languages and cultural beliefs will enable access to foreign students/new immigrants.

Aims

• To flexibly a western cookery module using a range of multimedia as part of a distance package in biilingual formats
• Produce & carry out assessments flexibly and by distance.

Objectives

• To develop generic student and teacher resource material in both digital and print formats which can be offered in English or in biilingual formats to domestic or foreign students either online or using postal services.
• Offer courses which minimise cost and time commitments to students and institutions.
• Provide more sustainable curses.
• Create learner centred support networks.

Project background:

• Otago polytechnic Cromwell campus manager Jean Tilleyshort has been in discussion with the Mayor of Central Otago Mr Malcom Mcpherson in developing an exchange program with Central Otago's Chinese sister city Chang Yuan. Chang Yuan is soon to open a 3500 student training centre with a strong focus on the culinary arts. In Sept & Oct I will be travelling to China and meeting with the Mayor of Chang Yuan province and viewing the school itself. We hope to set up an exchange program for both students and tutors. We believe it is essential for Cromwell Campus to grow its students numbers to remain sustainable and identified international markets as a point of focus. As Cromwell Campus is rurally based we have also recognised the need to provide more distance and flexible learning options. We also believe that we could offer the Chinese students a unique experience and an exceptional learning environment. As China opens up to the rest of the world, the demand for western style hotels and restaurants is increasing, as is the need for English speaking Hotel staff familiar with producing western style cuisine. As part of the Chinese cookery qualification we would offer a classic cuisine module, covering basic western cookery methods and styles. To minimise costs we would deliver theory components as a distance package both in English and in Mandarin, with self marking assessments. As there will only be digital resources available we hope to offer zero fees for the theory component whilst the practical component will be fee based. Practical sessions will be presented as a block course whilst the students are in either in New Zealand or based in Chang Yuan with an Otago Polytechnic Lecturer. I believe this model could be used for many ethnicities as most of the resources used could be easily translated or audio dubbed into different languages whilst local and domestic students could also enrol in the same courses.

Flexible learning analysis:
What are the perceived flexible learning needs of the people that your plan is targeting?
Students who are not able to attend full time courses due to work commitments or are hampered by location.Some maybe currently working within the industry or studying at a similar institution abroad and bring with them some prior knowledge, others may be new to the industry or retraining. With the mixed media via Videos with audio and power points with photos provided in the package different learning styles are recognised. As the trade is practically based students will be expected to be replicating skills shown either in the workplace or at home thus supporting kinaesthetic learners. For students requiring support options may include community learning centres to help with those not competent with computers or without computers at home. Using Chang Yuan cookery school as an example I envisage having a Chinese counterpart to be the first point of contact for the Chinese students. See below for further communication options available for support.

What type of flexible learning services will you provide?

Enrollment: Students from ChangYuan/other foreign institutions will pay the fee to their institute which Otago Polytechnic will claim back after students have attended Cromwell Campus. Students not enrolled through another institution can do so via Otago Polytechnic's website or phone and post. A CD-ROM explaining the course could be developed to show prospective students how the course is conducted.

Assessment:

• Via video-Practical tasks video & email to course coordinator, flexible alternative to attending a campus.
• CD-ROM- Pre- formatted Cd's completed by students and returned in place of a paper workbook can be used after watching videos and power points thus not requiring students to attend campus.
• Blackboard-Theory self marking tests and assignment work completed on line. Set a time for assessments and give a time allowed in place of holding assessments on campus provides flexibility.
• Mail -Students theory assignments returned in hard copy.
• Cromwell Campus- Practical sessions held during blocks.
• Blogs- Students complete tasks monitored by course coordinator.With clearly defined time frames students can complete course work around work commitments etc.
  

Communication strategies:

• E-mail- Students can request or receive feedback/support.
• Post- Due dates,reminders and updates can be distributed.
• Phone- If Skype is unavailable ph support can be used.
• Video conference- course coordinator can deliver updates or hold tutorials.
• Skype -More cost effective than ph.
• Cromwell Campus- Face to face Support via course coordinator.

Information formats:

• DVD/i-pod video/google video/mobile video players/- Videos clips, Movies, photos.
• CD-ROM/ Video i-pod files/-Course schedules, Student handbook, Unit info, assignment briefs, course material.
• Postal- as above.
• Power point-Course material and info.
• Blackboard -Self marking tests, assignment and discussion boards.
• Blogs- Course info/announcements, student assignment noticeboards.
• Email - Video file sharing/links
  
  
  Outline how you will address the following items in your flexible learning services:
  
  Sustainability -
• Social: Create international relationships and provide opportunities for people disadvantaged by location.Offer courses to New Zealand residents and citizens who use English as a second language a course in their native language. It is important as a tertiary provider to offer programs that are all inclusive to the wider population.
• Ecological : Digital formatting will result in less impact on nonrenewable resources.The reduction in travel to the polytechnic will cut the carbon footprint and the use of digital media opposed to information on hard copy will cut paper usage.
• Economical factors: This would not only bring more foreign investment to Central Otago's community & NZ in general but would be financially sustainable to the Cromwell Campus due to increased enrolments enabling it to continue to improve its facilities.
• Access and equity:(see below for intellectual property) Developing programs in flexible multilingual formats ensures that tertiary programs are all inclusive regardless location or ethnic background in New Zealand and also abroad. Establishing relationships with foreign training providers with which the sharing of resources and localised support services. I refer to the Dimitius Zondiros article in the European journal of open, distance and e-learning.
• Cultural diversity: As mentioned on the UNESCO website "Cultural Diversity explores new ways to turn creativity in developing countries into sustainable cultural industries. It aims to promote cultural diversity, support economic development and encourage job creation in a range of fields". Working in unison with foreign training providers this plan will allow students to study and undertake cookery units to western standards whilst keeping with their ethnic beliefs and maintaining their cultural significance. Developing countries whose food hygiene standards and procedures are unacceptable by western standards would greatly benefit from improved education and would open more local opportunities through increased tourism. A challenge with this plan is to ensure that the content and outcomes will not only be affordable but relevant to the students location.

Intellectual Property ( Otago Polytechnic management policy)

Until final arrangements have been made with Chang Yuan, the exact agreement in regards to the sharing of resources will not be made. However it will be set out within the framework as described below.

Otago Polytechnic wishes to foster research and development that advances knowledge and scholarship; and to support projects where that leads to marketable products or services.

The Polytechnic:

• has a preference for the open sharing of information, knowledge and resources
• recognises that intellectual property (IP) is owned by the creator, unless there are specific agreements to the ownership of IP by others, and

The policy recognises that the Polytechnic will accrue benefits from the outcomes of the IP created by the intellectual activity of its staff and students and the dissemination and sharing of these outcomes.
The Polytechnic wishes to support free and open access to IP generated through the “Creative Commons” attribution process.
All IP that is brought into the Polytechnic belongs with the creators/owners of that IP.

Statutory Compliance

• Copyright Act 1994
• Trade Mark Act 2002
• Patents Act 1953

Definitions of IP

• In this policy “intellectual property” includes the rights to all created work
• Outputs are the products that are created by an individual or group of individuals. This may include for example artworks, Outcomes are the consequences or results arising from the development of, or use of IP other than products that are created from IP. Examples may include a publication such as a book or, an exhibition.
  

Policy

1. Ownership of IP and outputs arising from intellectual activity

In general all IP and the outputs and outcomes arising from that IP are owned by the creator. While OP will derive benefits from the outcomes; there are exceptions to this, as follows:

• “Co-ownership” refers to those materials that are jointly owned by the Polytechnic and a staff member where such activities are identified within the employment agreement, in this policy, or subject to specific agreement for co-ownership:
  Teaching materials created by staff are co-owned through the contractual obligations in the employment agreement.

• “Exclusive ownership” refers to IP that is created when the Polytechnic has specifically commissioned work or is part of a staff members’ employment contract to undertake specific work that will result in the development of IP as part of the employers business. Examples would include creating marketing or advertising materials, computer software developed specifically for the employer's business and course or programme development.

• “Ownership by a third party” refers to IP created through work that is undertaken for an external party. All such work will be managed by contractual arrangements which will include an agreement to undertake work, defining the basis of that work, and including how IP will be managed and owned in advance of the work being undertaken.
  Note: Unless specifically contracted to do so, nothing in this policy is to be interpreted as the Polytechnic claiming any form of ownership over research outputs.

Indicate how your plan aligns with (or change) your organisation's strategic direction?

I believe my plan meets all aspects of Otago Polytechnics strategic plan, as it is fair, accessible, equitable, culturally diverse, considers learners needs and will accommodate special needs. It will create an outstanding experience for learners in a supportive environment whilst being a more flexible pathway for learners.

As quoted from the Otago polytechnic charter. Page 4

• Create an outstanding experience for learners in a supportive, inspiring and stimulating environment. Priority 1
• Develop more flexible pathways and learning opportunities for learners, including learning in the workplace. Priority 2
• Strengthen our relationships with all of our stakeholders, building partnerships which will benefit our learners and communities, and build our sustainability. Priority 3
• Develop facilities and systems which support flexible teaching, learning and work practices, and which enable excellence in the services we provide. Priority 7

Develop a sustainable platform to achieve our goals, encompassing financial and organisational sustainability and world class organisation and management. Priority 8

References

• Otago polytechnics strategic plan http://www.otagopolytechnic.ac.nz/fileadmin/Corporate/PDFs/About/Otago_Polytechnic_Charter_2006-2010_.pdf
• You- tube, http://www.youtube.com/index
• Designing for flexible learning Wiki educator http://wikieducator.org/Designing_for_flexible_learning_practice
• http://wikieducator.org/Flexible_learning_development_plan_template
• http://en.wikipedia.org/wiki/Triple_bottom_line
• Blogger.com,http://www.blogger.com/
• UNESCO http://portal.unesco.org/
• Otago polytechnic disabilities unit http://elluminate.tekotago.ac.nz/play_recording.html?recordingId=1210810449435_1210810616310
• The European Journal of Open and Distance Learning Online, distance education and globalisation: Its impact on educational access, inequality and exclusion
  Dimitris Zondiros [zondiros@otenet.gr](EURODL),http://www.eurodl.org/materials/special/2008/Dimitris_Zondiros
• Otago university http://www.otago.ac.nz/international/index.php
• OTAGO POLYTECHNIC MANAGEMENT POLICY
  Number: MP1100.00, https://webit.tekotago.ac.nz/polybase2/general/management/mp1100.00%20intellectual%20property.doc

Budget
Initial site visit to China to visit Cooperating schools and develop course material.

• Airfares approx $1600 return
• Transfers approx $100 return
• Accommodation 10 days@ $100 per night
• Expenses $50 per day
• Total $3200 approx

Staff time and costs

Initial set up costs- Western cookery module -approx 6 months

• Program design and development - Tutor $30,720 @ $32 per hour
• I.T services web design - approx $150 per hour x 35 hours = $5250
• Translators-Approx $40 per hour x 240 = $9600
• Total set up costs $45,572

On going course related costs and development

• Tutor admin & support services 20 hours per week @$32 per hour
• Annual updates of software and upgrading hardware where applicable

Training needs -

• Full training as administrator of blackboard and wiki educator
• Ongoing digital software tutorials

Potential funding agents -

• Otago Polytechnics teaching innovation fund $5000,
• Central Otago Regional Council development fund.
• Chang Yuan province funding
• Student fees as stated below

Chinese students attending Cromwell campus. Inclusive of all resources. Per student based on min of six students per class.

1. 6 weeks full time module $5000
2. 12 weeks fulltime module $9000
3. 17 weeks fulltime module $12000

Otago polytechnic lecturer in Chang Yuan province. Lecturer only based on min of six students per class.

1. 6 weeks full time module $733
2. 12 weeks fulltime module $1183
3. 17 weeks fulltime module $1558

Time line for development -

• Sept 08 -Proceed with site visit to china
• Nov 08 - Viability study with Otago polytecnic CEO
• Feb 09- Proceed with course development and program design
• July 09- Welcome first intake of students from Chang Yuan cookery school
  
  
  
  
  
  
  

Week- Thirteen - National and International support for flexible learning development

Funding opportunites for course development:

• REGIONAL HUB PROJECTS FUNDING SCHEME -
  Ako Aotearoa: National Centre for Tertiary Teaching Excellence

Ako Aotearoa has funding available for up to $10,000 per project through our Regional Hubs. Proposals may be for either research or activity projects and should align with our vision to create and support the best possible educational outcomes for learners in the tertiary sector.
Who can apply?
Individuals or groups from any part of the New Zealand tertiary education sector. Cross-organisational collaborations are encouraged.

• ICT PROFESSIONAL DEVELOPMENT CLUSTERS - Ministry of education

Proposal specifications
The proposal should reflect the following elements:
Goals and outcomes will reflect New Zealand Educational Priorities
Implementation of the New Zealand Curriculum and delivering success for Māori as expressed in Ka Hikitia - Managing for Success;
Other priorities such as the Pasifika Education Plan, and the Literacy and Numeracy strategy
Improving teaching quality and learning outcomes for all students
Development of staff ICT skills leading to the confident use of a range of ICTs;
Critical examination of existing professional beliefs, expectation and practices;
Gathering, analysis and use of data as the basis for professional decision making;
Increased knowledge of the contribution of e-learning to enhanced student outcomes.

• TERTIARY EDUCATION COMMISSION

Purpose of Encouraging and Supporting Innovation funding
This fund is designed to promote and support innovation, particularly where it will benefit learners, and stakeholders outside the tertiary education sector. This fund is intended to support a large range of initiatives including:
innovative delivery systems (key focus)
collaborative initiatives between TEOs and other stakeholders (key focus)
skill development
infrastructure (excluding capital items)
research linkages
relationships to enhance technology and knowledge transfer and exchange.
This fund is not intended to support everyday activities, core activities or business as usual. These are activities that TEOs undertake as a matter of course and do not represent an innovation for the purpose of this fund.

• OTAGO POLYTECHNICS TEACHING INNOVATION FUND

Week Twelve -Flexible learning in educational organisations

Flexible learning statements in Otago polytechnics strategic plan.

• our purpose is promoting, facilitating & engaging for learning for & with our widespread & diverse stakeholders whether they be local, regional or national, on our campuses, at a distance or in homes or workplaces.
• To be recognised for the flexibility of our delivery & our willingness to accommodate the specific learning aspirations of students through individualised & cross disciplinary programmes of learning.
• To be recognised for accessibility for all learners.
• To provide relevant, flexible & accessible learning opportunities which build capability, are stimulating & challenging & foster life long learning.
• To provide equal opportunities to participate & succeed in relevant learning for all people whatever their age, ethnicity or abilities & with regard for their needs.
• Our commitment to educational equity realised through our stair casing philosophy, flexible delivery & commitment to provide an inclusive learning environment that supports the success of all learners, but especially Maori, Pasifika people & people with disabilities

Reading these statements shows that Otago polytechnic has an "Everyones welcome" approach to providing education. Just how I'm going to relate these philosophies to my flexible delivery plan is the key. I guess reading backwards on this blog & incorporating what we have discussed thus far & insuring that we satisfy the equity, access, cultural, distance & delivery methods .

Stay tuned

Week Eleven - Cultural diversity

As we discussed in the previous posts making our programs fair & accessible to all is a very important goal.

With cultural diversity we have I guess just a different slant on those fundamentals.

As we adapt our teaching method resources for different learning styles & cater for learning difficulties, location & disabilities we also must accept peoples backgrounds, cultural beliefs & commitments. These could include language, dress, holidays, prayer times etc, but also learning styles.

So far in my teaching career I would like to think that I have a collective view of my students but will try to accept the students as individuals who learn best at differing speeds and styles.

I don't prejudice anybody regardless of age, sex, race or religion.

Last year I had my first incidence of cultural discrimination.

The opportunity arose via the pacific island support centre to welcome 3 of my students to Otago Polytechnic & apply for grants totalling approx $1000.

I passed these applications to the students and consequently two of them received scholarships enabling them to enrol for year 2 of their quals , something both of them would be unable to do without funding.

When the other students found out about this there was some anger at why they were singled out but others who were unable to afford future enrolments could receive any funding.

This was a very difficult question to answer when indeed the scholarships are race based.

I spoke to a friend a Lecturer at Otago University about this and she spoke about positive discrimination & gave me statistics on education success rates within ethnic minorities & also crime & mortality rates which inturn can be linked to poverty. Obviously these problems are global. Although other students dismissed my answers to their questions I wholeheartedly believe in our efforts to not only accept people of all backgrounds but also to target those in need of specific help be it time, resources, funding or understanding.

Week Ten- Access & equity

Access & equity sounds easy enough to implement in a tertiary program but why isn't it in practice? Maybe because of the huge range of variables.
The European Journal of Open and Distance Learning (EURODL) article by Zondiros, Dimitris (2008) on Online, distance education and globalisation: Its impact on educational access, inequality and exclusion spells it out for me.

• "Access" means finding ways of 'bypassing' barriers to learning (DfES, 2002). There are many characteristics that can be considered as barriers (or structural features) to learning or education: income, gender, race, ethnicity, power, status, age, religion, physical or mental disability or any other characteristic.


• Levitas et al (2007) define social exclusion as "a complex and multi-dimensional process. It involves the lack or denial of resources, rights, goods and services, and the inability to participate in the normal relationships and activities, available to the majority of people in a society, whether in economic, social, cultural or political arenas.


• "inequality of opportunity" which is the lack or limited access to important social institutions (with education among the most important ones),


• "inequality of condition" which means that some people are disadvantaged from the outset because of one or more of the above mentioned structural features / circumstances into which they are born, and


• "inequality of outcome" which means that whatever the circumstances contributing to inequality, people end up unequal because there is insufficient compensation to remove the effects causing inequality in society. On the reverse, equality of outcome means that everyone should end up equal regardless of his or her particular circumstances

What does all this mean for Otago Polytechnic & to me.

After listening to Pam McBride's from "The Disabilities unit "recording basically it means we make our courses fair & accessible to all, regardless of circumstance. As she said thou, costs, grants & mandates can prevent us from meeting all our obligations & intentions in this quest.

For myself & my journey to provide more flexible learning, I need to insure that I can incorporate where possible techniques that can break down barriers to some people in our community. I could get digital media translated to other languages to reach new imigrants ?, ensure any media posted be it online or hard copy, is easy to read ie Larger font for people with limited sight,Braille, voice recognition or even just ensuring that we have a support person available for reader/writers. E-learning/distance learning in itself can be more than enough for people dissadvantaged by location.

WEEK NINE- Sustainability in flexible learning

I think I see sustainability in flexible learning quite clearly. Because of how I see flexible learning benefiting Otago Polytechnic.
In my opinion our organisation is looking at flexible learning as a way to increase enrolments by making them more affordable for students, more cost effective for the organisation & to meet government incentives to educate or up skill the adult population.
Using the triple bottom line sustainability model, I believe we can accurately design our programs accordingly.
PEOPLE- Making it fair and equitable, attainable & inclusive to people of all races regardless of location. Creating a skilled work benefits the country and raises the standard of living.
PLANET-Minimising the impact of what we offer and how we offer it, the electronic age has enabled us to send & receive copious amounts of info with very little paper trail, expending less non renewable resources eg paper, fuel etc.
PROFIT-With less student contact & more electronic delivery ,marking & support tutors could run multiple courses simultaneously thus helping to reduce labour costs on a per course basis.
Courses made more affordable could increase enrolments & encourage students to take up further courses offered by the institutions.

WEEK Eight - What does the modern internet have to offer flexible learning ?

I have mixed views on the modern Internet, in some ways I believe the opportunities created by the online era open up education possibilities for many people unable to find time or resources to study in the classroom or workplace environments.
However I also believe if too much emphasis is placed on e-learning there will be a greater demand for it , to the detriment of the student.
In lean economic times such as we are experiencing, people wish to further their education and up skill perhaps for higher wages or for better positions. Seldom do they want to leave work or take a sabbatical, but to squeeze in a course here and there and gradual chip away at it whilst still working.
To be perfectly honest ,I'm doing that exact thing right now & have to admit that I'm getting less out of this than if I was attending the program full time.
In The European journal of open, Distance & e-learning article on social software I related to the "Towards a student -centred approach to e- learning"
Where instead of integrating into a program, tools are accessible to students to enhance their learning and to facilitate networks between students. This I see as 1 tool in a toolbox of many possible teaching aids.
I agree with Mr Weinburger, re " cockroaches & no centralized gatekeepers " there is to much as he put it "More slander, porn, honour & love, more experts and more professionals"
In my words there is alot of crap to sort through to get to some of the brillant resources available to students, and that can be a big waste of time and a cause of big distractions.

Week Seven - planning for flexible teaching & learning

As I mentioned last week ,I intend to cover unit 13285 Knives with a flexible learning package based on my blog linked photostory, powerpoint, Utube & flickr media.
Im hoping to use this for existing students as not only a teaching tool but a comprehensive revision presentation.

Introduction

Project Name: Knives 13285

Date: 1st May 2008

Organisation: Otago Polytechnic -Cromwell campus


Project plan author contact details : csmith@tekotago.ac.nz

Executive summary:
This unit will be delivered as part of flexible cookery program to be undertaken by students prior to attending cookery workshops at Cromwell catering campus.
Is is envisaged that many of the core units will also be offered as a distance package so as only the practical component of the program requires attendance.

Aims, objectives, outcomes
Aim - To provide Internet & technology based information to enable students -To demonstrate knowledge of knives, knife safety, maintenance and usage.
List of objectives - To enable students off campus to enrol, study and achieve competency in the unit 13285 Knives
List of performance indicators (outcomes) - To demonstrate knowledge of knives, knife safety & handling.
Flexible learning analysis: To offer cookery theory units to people unable to attend classes due to work commitments or remote locations.

This package will enable the student to enrol, study via online videos, blogs, quizzes, photos, undertake assessment, receive feedback and technical support from tutor via email.
This program will be sustainable for many reasons as their is no need for costly printouts , no need to travel to attend classes and will save energy from heating and lighting classrooms.
This program could be translated into many languages to attract students abroad insuring unlimited access across the cultural spectrum.

References: NZQA

Budget: To be explored
List of potential funding agents: TEC
Time line for development: 2 months

Week six - Do you think open and networked education threatens or enhances formal education.?

As attractive as open learning can be to both institutions & students , I believe that it could both extend the life of our Central Otago campus & possibly cause its demise.
We are currently experiencing tough times with low student numbers & are searching for new markets & new ways to attract both foreign & domestic students.
With low unemployment, high living costs, high fuel costs & the prospects of dealing with high student loans, many people are choosing not to enrol in full time programmes & instead looking at part time options. We currently have 2 part time courses & although the student numbers are OK some students would really benefit from being on full time courses which in turn are struggling to fill.
At present our Level 3 program has 5 students who thankfully are very motivated & committed & are on course for high achievement which will be an asset for the 2nd year level 4 program & the National Toque dor if they choose to return next year.
Last year we had student retention of 30% between the level 3 & 4 programs and we could not persuade many to fork out more for fees & more importantly commitment for another year of study.
If we don't get enough enrolments this year then our level 4 course will not run & the profile & exposure of our campus will diminish.
So introducing flexible learning to both level 3 & 4 programs could be a solution.
With a huge amount of development we could offer online videos, blogs, learning sites such as wikipedia & blackboard do deliver our programs enabling distance learning with students attending assessment blocks of approx 1 week to show competency. We currently use a very similar model to this with modern apprentice schemes & although achievable the weeks are very long & stressful for the student & unless they have received training in the workplace we have found the skill level to be quite poor overall.
So yes we could be a more attractive training provider by offering more flexibility especially to people in surrounding rural areas but could also tarnish our reputation for the chefs we produce.

Looking ahead to my presentation , I am thinking of covering the knives unit 13285, using a combination of Photo story, PowerPoint software with utube video links to cover manufacturing, usage & maintenance and posting a link on my blog to an online student survey .

I will need to hone my experience on the software I'm using and will need to develop a survey using perhaps templates online.

Below are some interesting comments from : http://unesdoc.unesco.org/images/0012/001253/125396e.pdf


Open and distance learning.
The essence of it is that it enables students to learn without
attending an institution. That has made it attractive for students who, for practical, economic,
social and geographical reasons cannot get to college. It also makes it particularly
appropriate for audiences that are scattered, and audiences that cannot leave their jobs to
attend full-time courses. The world’s sixty million teachers are like that.
2.2 Is it legitimate?
Open and distance learning is often seen as barely legitimate. Its history is marked by the work
of institutions that accepted student fees, gave them poor service, and kept their costs down
by encouraging students to drop out once they had paid all their money. Learning at a distance,
particularly from printed materials, lends itself to rote learning. If teaching material gives
all the answers then there is no room for an individual response while if it fails to do so the student may feel challenged but frustrated. Distance learning can be a soulless and isolated activity so that dropping out is more attractive than going on. Most parents and probably most
educational planners would encourage their own children to study at a conventional university
rather than an open university. Few would argue that open and distance learning matches
the best of conventional education as sometimes practised in rich universities in industrialised
countries or in a golden age we think our grandparents might have been able to remember.
But there is a threefold case to be made for its legitimacy. First, the evidence of public-sector
open universities, and dual-mode universities that teach both conventionally and at a distance,
is that students can achieve examination results that match those of conventional universities.
A significant proportion of students give up along the way and do not complete their courses.
But this is true of all students working part-time and not a distinguishing mark of students
learning at a distance.
Second, distance education has been powerfully effective in reaching audiences who could not
meet their educational needs from conventional institutions. In Colombia, a radio-based school
was, in the 1970s, reaching over 100,000 rural peasant students every year.

Week five - How does flexible learning exist today and where I see it heading in the future.

Ok Im starting to open my mind to this flexible learning lark.
I guess the major problem with anything new is being prepared to change.
After reading the article "Australasian Journal of Educational Technology" I can see the only major stumbling blocks to my perceptions of flexible learning are those which are covered in the following paragraphs.
There are many reasons why new technologies may not be fully integrated into the design of a course: the teacher may have little time, resources, knowledge or inclination to attend to the integration sufficiently, the infrastructure of the university may not be ready to support the technologies needed, or the culture of the discipline, either in disciplinary practice or in pedagogy, may not yet embrace the affordances of technology.
How teachers teach successfully in such contexts, and how approaches to design for such contexts are related to approaches to teaching.
I most certainly have the inclination to alter and enhance my program but find the time and resources available very limited.
In this respect one tends to rely on the historical context of flexible learning to cover course material, that being research & homework based , and now the Internet via our computer suite or at home.
After some thought, and tooing and froing I can see that the future of some tertiary institutions will rely heavily on distance or part time learning. One of my earlier arguments is that course outcomes will suffer and the quality of programs will be compromised producing in my case poor chefs. But in actual fact the standards could and should remain the same as now as the standard still has to be met by the student regardless of how the course is delivered but perhaps the level of commitment might be greater in flexible delivery.
I would have no problem in posting a cookery demo on Utube for students to observe & as long as they had supporting performance criteria then there is no reason why the same result cannot be achieved. An added benefit would be that the student could watch the demo several times before attempting the task. Obviously this would not enable the student to receive live feedback but then again some students would prefer this medium.
Currently at our campus we offer 1 fulltime course, 2 day release programs and a modern apprentice scheme. We find the standards of fulltime students to be far superior than the part timers due to the day in day out repetition of tasks but that will eventually develop in the industry anyway so all is not lost.

Week Four - How can distance, correspondence and/or online learning create flexible learning opportunities in your context?

With my Level 3 cookery program I would be reluctant to incorporate too much distance learning in the course at this point in time.
I believe its very important at the beginning of a course whilst the students are still coming to terms with new jargon and developing new practical skills that they have pertinent and precise feedback at that particular time.
I agree with Annand,D.(2007) Audio , that students in a class room environment can learn through social interaction rather than through self discovery. In my opinion that can be a good thing for kitchens as this fosters confidence, can settle nerves but also develop team work, communication and co-operation.
As the course progresses however and the student confidence levels increases, a more flexible course content with perhaps less directed learning & more self paced learning could ease pressure and promote deeper learning.
With my particular course I would only view the theory side of the program as being able to have more flexibility, the use of blogs such as this to initiate discussion, E-based learning sites such as Blackboard & Wikipedia would be great to post course content and resources on as well as links to sites such as Youtube.com & Flickr.com to provide visual stimuli.
Distance learning would not be suited to my particular course due to the constant monitoring required for practical sessions however if the practicals were taught as a block course onsite with theory delivered as a distance package of E based learning, it would be a workable alternative.
I believe however that the quality of the program & the ability of the graduating students would be inferior as currently theory lessons are structured to be delivered with in days of the practical taking place therefore the students have a greater understanding of the work to be done.
Looking at the "www.Designing.flexiblelearning.net.au " website which shows designing problem based learning , I can see that perhaps my way of thinking needs to be more flexible to the idea about distance learning and practical sessions.

Problem Based Learning Tasks
Problem based learning assists learners to solve "authentic" problems by the process of continually encountering the type of ill-structured problems typically confronted by workers and practicing professionals
Why include problem based learning?
Problem-based learning is based on typical scenarios that learners would encounter, working in real life situations. The process of finding the solutions to the problems is more important than the solutions themselves. Often the activities require learners to work in groups thereby developing valuable communication and team work skills.
Features

Problems are presented which are similar to those in real life contexts.

• The problems can be ill-structured - they are not neat and clearly defined in much the same way as they are in real life.


• Learners are presented with a problem and they begin by organizing any previous knowledge on the subject, posing any additional questions, and identifying areas they need more information.


• Learners devise a plan for gathering more information, then undertake the necessary research.


• Learners collaborate to share and summarize their new knowledge. Online communication tools are important in the problem solving process and the structure of the problem solving activities will often require learners to engage with each other using a number of communication tools.


• There is no one 'correct' solution to the problem.


• As new information is gathered the problem may be redifined.


• Learners solve the problems - teachers are coaches and facilitators.

So I will concede rather begrudgingly that with the correct design and management maybe my programs could be undertaken partly as a distance package.Although with support services and tutor monitoring Im not sure costs will be reduced for either the training provider or the student and that for every student that would succeed there will be others that do not.

Week three - Why we need flexible learning.

I believe we need flexible learning to survive.
I found reading Leigh Blackall's articles "NZ student debt impossible to live with " and the chapters on " Flexible learning in New Zealand " as great reasons to adopt more flexible learning opportunities in my current environment teaching cookery.
Being based in Cromwell we tend to draw our students from satellite towns such as Alexandra, Queenstown, Te Anau, Wanaka & Oamaru. Students from these areas usually find accommodation locally, but due to the size of Cromwell part time employment can be difficult to procure so living costs during the course are usually not subsidised.
We tend to find some students that do not have support from parents or partners can struggle to survive with the higher living costs associated with Central Otago. This has effected both dropout rates, outcomes & in my opinion has prevented many students from enrolling.
Locally school leavers have been known to receive between $15 - $20 per hour as building labours which is very tempting when one is looking at at the alternatives ,$12,000 student loan debt & starting rates at $12 per hour with long hours, weekends etc.
We also have to contend with low unemployment & competing with an industry suffering worker shortages and as a result their employing of unskilled foreign labour. We find approx half of the enquiries we receive about courses are from foreign workers looking to fulfil immigration requirements to gain residency but are put off by the high fees.
Recessions of the past have seen more students return to tertiary education to upskill and enhance employment prospects yet times of prosperity have tended to hurt us.
We need to reconfigure our practice to benefit both students and industry by meeting their needs on a local level. If we can attract, retain & place more students in industry by flexible delivery then I believe we are fulfilling our purpose.
I think too much choice is a bad idea as far offering different courses to achieve the same result ie day release course opposed to a full time course, which as far as resources go are unsustainable. Packaging quality courses that have students taking responsibility for their learning which is self paced yet ensure they have the practical based tutorials and monitoring and is affordable is our future in Central Otago.

Week two- Is flexible learning a new concept or just a fancy new word for an old way of doing?

After reading 'Flexible learning: its not just about distance' (Colliss & Moonen 2001) I must say I agree that flexible learning is not a new phenomenon. I believe that flexible learning is ever changing and has done so through the ages utilising the technology of the day to enhance the learning experience.
Due to the advancement of the computer age and the Internet ,flexible learning has never had so many tools available.We are currently embracing the Internet, blog pages & praising its many uses as we once did with the Radio, Television, Video, CD and DVD. I wont even mention the PowerPoint phenomenon.But we still have the same problem with how to achieve the correct balance on how flexible learning is delivered. In many cases such as my Level 3 cookery program , flexibility will be limited to perhaps theory course work. It is essential to develop hands on practical skills with real life scenarios, time pressures etc with direct tutor contact at hand. However with my current program ,Ive included 2 guest chef demonstrations, a butchery demonstration & 3 research/design/cook practical sessions to add variety to the many kitchen practicals as well as in class competitions so indeed there is some scope for flexibility.

Week one - Intro

Hi there, My name is Chris Smith, I am a catering lecturer in the lovely Cromwell Campus & I currently look after the level 3 program.This is my second year at Otago polytechnic & love it.Im hoping I can catch up with you all as the course progresses & that I will have some new tools to help deliver our courses more effectively. My blog can be found at www.crompolychef.blogspot.com, and although under construction it will be updated regularly(I hope).