Saturday, June 21, 2008

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


Project name:

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

  • 27.06.08

  • 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.


  • 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.


  • 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.


  • 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.


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


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


Leigh Blackall said...

butthere's nothing there? Is that the plan :)

C P Smith said...

Thats flexible isnt it ?!!! study what you like....!!!
No technical difficulties.. hope to have it up soon.....

Bronwyn hegarty said...

lookin good Chris. Did you create the slideshow or find it on the web? How exciting you are off to China. This sounds like a very innovative venture.

You are certainly modelling ecosustainable methods by offering an approach which reduces travel. An exchange programme will be beneficial for both organisations. I will take a closer look at your plan and give you more detailed feedback later on in the week.

C P Smith said...

Hi ya , that was a powerpoint I made that I converted to a video file, I am going to add audio to that video file so in fact there is a voice over to that slide show. Hope to tweek a few things this week

Leigh Blackall said...

Hi Chris,

Exciting project for you, but I'm a little confused. The project plan starts out by saying it is a development of the Unit Handle and maintain knives in a commercial kitchen and says general things about distance learning and multi lingual support, but from the Project Background on, it gets much more specific and sounding like it is about much more than a single unit, and is in fact bi lingual rather than multi lingual? The budget for the project tells me that it is in fact the later, and about much more than a single unit (which is a relief, because it would be a lot of time and money to put towards a single unit!). So it might pay to have another go at the introduction and basically state what the project is:

The development of a distance learning course that involves the production of bi lingual learning resources for the following unit standards...

It is good that you are keeping two things in mind here:

1. The development of a course, and production of media that will be attractive to Chinese to study mainly from home, and
2. How that development might benefit local NZers as well

In the sustainability statements you said:

It is important as a tertiary provider to offer programs that are all inclusive to the wider population.

However, there is a fee restricting access right? Could it be possible to grant access to the learning materials for free, with the fee paying for support and assessment services? Perhaps this is in fact your intention when you mention Youtube..? Just not clear - or is getting confused with your outline of a fee based access model..

I'll take another look soon Chris.. if you could just adjust the intro a bit to help me (and others) not get confused, that would be great.

Let me know if you end up updating this blog post, as my RSS News Reader won't alert me if you do it here, it only tells me about new posts.

Leigh Blackall said...

Also, because you are proposing (and by the look of it, procceding with) the production of media, you might like to refer to the Otago Polytechnic "Policy for Intellectual Property". It basically says that the creators own the content they create (in this case you), but if using the Polytechnic as a platform for those resources, they be licensed Creative Commons Attribution (which means people are free to copy etc so long as credit is given to the original author/s - you for OP). While this does encourage you further to consider open access and open educational perspective generally, there are avenues you can take if you (and your partners) wish to restrict access and copy rights. Basically you have to put your reasons in writing to Robin Day as to why the restriction is required. Hope that helps with your planning, as you will need to consider copy rights eventually.

Leigh Blackall said...

Looking a lot better Chris! You seemed to have opted for a more generalised approach (which is fine for the assignment), but you might need to be more specific for funding.

I wonder if you should cover the IP Policy I mentioned? Especially in relation to Access and Equity if you think open access to the resources at least is something you can support.

I notice that the video is limited to CD only? Is this intentional? I understand the need for those with unreliable connections, but many people do have Internet access, so providing you videos on Google video as you example shows will enhance the usability of your resources. Also, it could be good to adopt some of the approaches that Dunedin have been doing with portable players like iPods and other mobile players...