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.