What happened over the past two weeks?

scenic-circle-presentation-157080lecture-3-presentation-1-130208lecture-4-presentation-2-130208

Time behind bars

Camtasia Studio 5, what a great tool. Last week I attended a training session on Camtasia Studio 5, this was given through our IT students here at the Otago Polytechnic. I always wanted to record a tutorial on the use of a excel spreadsheet, but never had the skill or tool available to me, now I do and I have made a ‘take 1′ of a profit sensitivity analysis. A couple of day’s later we had a session on adding audio on to power point 07, a process that is relatively easy to grasp. Both of this tool enable me to make my teaching so much more flexible and blended in delivery styles. Great for learners revision as well. This week we have the ‘Spotlight on tertiary teaching and learning here in Dunedin, a combined effort between the Otago University of Otago and the Otago Polytechnic and I attended the sessions on Blog’s, Wiki’s and Constructivist theory and how they can be applied into tertiary teaching. What a opportunity and again a excellent example of how you can learn and get ideas form others in the field of education. This again has re enforced the need for me to implement this into the course next year, starting with food and beverage management and then eventually into other courses. Course wiki (through moodle) for formative assessment towards the assignment to be handed in, individual blog’s for reflection and learning journals, an alternative to traditional journal-ing.  Elluminate was not mentioned there but again I will use it in 09 for discussion and presentation’s. Over all a positive week as I have posted my presentation activity #6 on to our course Blackboard (Constructing Courses to Enhance Learning). Have a good weekend, no prices for guessin what I be doing, regards Daniel

PS: Please find Industry presentations 2006 and 2008 above and how about check out this web-page http://www.odt.co.nz/news/tags/trick-trade

Development ideas

More development ideas

On my wikieducator web page

 

Development ideas

Development of learning and assessment environment

I extend here points raised earlier in ‘assessment activity #1&2’.

 

What are the ideas/practicalities of the new course design ideas?

To accommodate stakeholder’s needs better and/or access learners which we normally would not get e.g. industry based, I analysed the student feedback received over the past two years, the Otago Polytechnic Strategy 2008-2012 document and last but not least the industry needs. For the last part I have worked closely together with the New Zealand owned and operated Scenic Circle Hotel group. I have attached the presentation I gave at there annual conference in Blenheim in August of this year.

The ‘9 steps to profit’ modular approach is the base idea to highlight control systems used in food and beverage, the systems used need updating however to make it industry relevant, more interactive and personalised for the learners.

 

 

How am I going to provide the appropriate balance between face to face, blended and flexible learning materials and assessment methods?

This can very depending if learners are full time or part-time based e.g. industry based, I believe strongly that we have a large part of our learners interested in full time study as a pre-employment course (especially year one) and we should not ignore there needs, however I am keen to tap into a new market and that is the industry based learners we seem not to be able to attract in large numbers at present.

For the full time course as mentioned earlier I plan to use a structured face to face lecture module, this would be delivered over 17 weeks with additional one-on-one or group tutorials available on arrangement e.g. using elluminate once a week and have research based on moodle. Three assessment days at the end of the course need to be scheduled as well.

For the part time course I plan to have 9 workshops (one per step), this could be a Monday, as I believe this would suit our hospitality industry well. The workshops can be a mixture of 3 face to face and 6 using elluminate. Three assessment days at the end of the course need to be scheduled as well; this could be together with the full time learners as the close book test would be the same.

 

Both the face to face module and workshops would give the learners the opportunity to learn by doing, observing and interaction in person with others.

 

The uses of industry guest speakers as mentioned earlier are a vital part of face to face lectures or workshops.

 

Please see more details in proposed learning media.

 

What learning activities work and what does not work well at present?

And my proposal of how they could be improved and used more effectively.

 

Menu analysis, this covers areas of food cost %, popularity of a menu item, contribution margin, selling price, variable and fixed expenses and worked well, the spreadsheets needs changing to a excel version so in class or through elluminate, different scenarios could be presented. There is a need to add activities for each. The menu engineering was part of the unit 22033, menu planning, implementation and evaluation and worked out well, however the use of a excel spreadsheet would make this so much more relevant and interactive as well. The menu engineering is a ideal activity for both full time and part time learners, full time learners can used it in our commercial environment the Mellor’s Training Restaurant and Café Brie, the part time learners in there own workplace be it a restaurant, café or bar.

 

Food report and cost variance. This was well understood and learners used very good examples, I like to make this more of a comparison of a ideal satiation and one which highlights realistic variances, forms need updating and again industry example could be used for this e.g. Scenic Circle Hotels.

 

Cost control variance, sales history, average spending power, sales mix and sales volume using the planning and production worksheet need to be more activity based at this stage, class room only has not worked that well, full time learners can used it in our commercial environment the Mellor’s Training Restaurant and Café Brie, the part time learners in there own workplace be it a restaurant, café or bar. Again all forms would have to be developed, this could be done trough the learners, individually or in groups.

 

Forecasting exercises and discussion, this was a bit confusing to the learners at first, I need to make again a spreadsheet for this and present this to the learners in class and place it on BlackBoard using camtesia recording. Support the individuals and groups better during the calculation part of the exercise. Again practical real restaurant examples/activities can be included here.

 

Physical stock take and variance calculation for our café brie, this worked out extremely well and I have implemented this new in 2008. Learners in groups made daily stock takes and calculated the variances (using the excel spreadsheet provided through BlackBoard) this was then reported to our Food and Beverage Manager. A bit of fine-tuning is required here for next year, also with the new facilities at Forth street there will be a opportunity to extend this over the two opporation e.g café and restaurant.

 

Profit sensitivity analysis. Good explanation during the lecture using power point presentation, but a good excel spreadsheet presenting the ‘what if’ would be ideal and could enhance there understanding, plus give the learners a very good tool to use in the industry.

 

Group assignment, research for relevant legislation. Top research by some groups, less well done by others. I believe this need some changes to achieve the outcome.The idea is that the group presentations are done using elluminate. This could be videod and placed on youtube? Still need to work on this idea however.

 

Individual assignment. We had confusion of where to get the information from, sometimes the power point presentation information and the ‘wide reading’ requirements, where just a bit too much to take in. I believe that the power points need restructuring and have only the essential information included, work more on activities. The elluminate tutorials, moodle course wiki, a individual blog with there learning journals and the BlackBoard revision material will help this in the future. This then can become activity #1/individual assignment, collaborative research for hospitality management control systems and add to our course wiki. Text book plus one extra reading.

 

Close book test. This worked out, by enlarge, very well this year and a good test preview helped. Again having the in class activities to reinforce the calculation modules and the new elluminate tutorials proposed will make this a more comprehensive package for both learner’s, full and part time.

 

I propose the following learning objects, media and activities and how they are used.

Power points including revision quiz (Who want to be a millionaire?)

After a mayor overhaul of the present power points and the proposed quiz to follow each step this will be a very interactive, relevant, personalised and entertaining way to teach the topic.

 

Elluminate

Used for on-line tutorials, discussion and even presentations to give another option (not just in class) to connecting with other learners. For the industry based learners this could be extended and include lectures, whereby I present the knowledge via elluminate using power point presentation and for learners to do the activities and have discussions on line, all from there place of work. This would be more interactive than let’s say video conferencing. Plus with recording options this could be used for evidence required during moderation etc.

 

Course wiki – moodle and individual blog

Research activities for individuall tasks/assignments geared towards my learners (passwoerd protected wiki)  including links to useful internet links for myself and other learners. The reflection and learning journal would be placed on there blog.

 

BlackBoard

I use our own BlackBoard as a ‘home base’ with the main course documentation like course outline and assessment information/marking schedule. Then after each lecture download power point with quiz (who wants to be a millionaire) for revision, readings and video clips for the particular modules, camtasia movie clip for excel spreadsheet for menu engineering, food cost report, forecasting exercises, stock take programme and profit sensitivity analysis.

.

Technically the learners are very well versed with this; if they need assistance this will be given.

 

Text book and readings

The food and beverage management text book will be the main text used for this, readings which are scanned and placed on to blackboard can help for extention put learners own research will be encouraged and there contribution place on our course wiki moodle.

 

Audio

An audio for each chapter placed on BlackBoard. An idea would be to use Quiz/Questionaire to complete by learners after each.

 

Assessment

The summative assessment will consist of two tasks/assignments plus a close book underpinning knowledge test.

 

WRITTEN ASSIGNMENT 1

Element 1 PC1.1

Go to our course wiki at moodle.op.ac.nz and participate in setting up a collaborate website. Add your activity/assignment (referenced) and read other student’s posting and comment (at least two). Respond to any comments made concerning your posting. Your posting must include at least one additional reading on points 1,3 and 4.

1.      For each of the following record systems, explain how they are accurately maintained, why this is important, how the data is analysed and how the information extracted is used for planning. CH 14 and Nine Steps to Profit.

·         Weekly

·         Monthly

·         Daily and detailed daily

·         Quarterly

2.      Explain how reliable the Income Control System mentioned in Step 9 of Nine Steps to Profit is and make suggestions on ways to improve the four key principles.

                        Element 1 PC 1.2

3.      Explain how profitability is maximised by using appropriate forecasting and cost control techniques. Describe the techniques and their uses fully.

Element 1 PC 1.3

4.      Give a detailed explanation of the methods for implementing and maintaining appropriate hospitality industry control procedures. These procedures may include: volume forecasting, standard recipes, standard yields, portion control, stores, stock-takes, wastage records and revenue control but you may also include others in your answer. You must include at least three procedures in your answer.

 

            WRITTEN ASSIGNMENT 2 AND GROUP PRESENTATIONS

Element 1 PC 1.4

Select one pieces of legislation relevant to hospitality operations, please negotiate with lecturer,see list bellow. Give a detailed explanation of each of these pieces of legislation and how it accords with standard hospitality industry practice. Describe and discuss the key points as they affect hospitality operations and cost control. Use examples where appropriate. 

You could consider each act under the following headings:

What is it – i.e. a brief summery of key points of the act.

Why does it exist – i.e. does it e.g. protect the consumer?

How does it affect the hospitality industry – use examples.

Cost control issue – also use examples (if needed) to demonstrate your points.

§  Food Hygiene Regulations 1974,

§  Food (Safety) Regulations 2002,

§  Food Act 1981,

§  Health and Safety in Employment Act 1992,

§  Smoke-free Environments Act 1990,

§  Privacy Act 1993,

§  Sale of Liquor Act 1989

And any subsequent amendments

Presentation will be using Elluminate, date and times to be confirmed for each group.

 

A closed book test of underpinning knowledge questions will complete this.

 

UNDERPINNING KNOWLEDGE EVIDENCE ELEMENT 1 PC 1.1

 

 

 

1. In the catering control cycle there are five operational stages, these are Purchasing, Receiving, Storage & Issuing, Preparing and Selling. Of the many tools used in a control system for the hospitality, identify one tool for each stage and discuss how they effectively contribute to the control of a hospitality operation. CH 7 and 9 Steps
2. Understand the control procedures  that should be undertaken with the following activities: ( think of how to write checklists for all these control procedures ) CH 14

 

·           Purchasing, Receiving, Storing and Issuing procedures

·           Food Production

·           Food Service

·           Food Control Procedures

 

3.      Calculation requiring the understanding of YIELDS

4.      Income control procedures – 9 Steps

 

 

UNDERPINNING KNOWLEDGE EVIDENCE ELEMENT 1 PC 1.2&1.3

 

 

FORECASTING

 

 

1. a. When forecasting an operations volume of business what internal and external information would you use to assist you?
   • Internal Information (Identify 2 types and explain use for forecasting)
   • External Information (Identify 2 types and explain use for forecasting)

b. Give three (3) characteristics of the hospitality industry that make accurate forecasting difficult? CH 7 and 9 Steps

1. Understand the difference between

 

§    Long-term planning/forecasting

§    Medium-term planning/forecasting

§    Short-term planning/forecasting

 

 

1. Understand what forecasting is and be able to discuss the aims of forecasting

 

1. Distinguish between the three main methods of forecasting:

 

§    extrapolative

§    causal

§    judgemental

 

 

1. Difference between Initial forecasting and Final forecast in F & B Operations.

 

CONTROL

 

 

1. Define what F&B control is.

 

1. Limitations of a control system

 

1. Effective control systems and procedures consists of three broad phases:

§  Planning

§  Operational

§  Management control after the event

 

Understand and be able to explain each stage 9 Steps

 

 

1. Explain the major reasons for food cost ( and gross profit )

 

 

1. Food Control Procedures for a smaller operation (think of suitable checklists for this purpose). CH 14

 

PROFIT MAXIMISATION (Class Notes)

 

1. Understand  the concept of Profit Sensitivity Analysis 
2. Understand the procedures for menu engineering and explain the three main elements.

 

UNDERPINNING KNOWLEDGE EVIDENCE ELEMNT 1 PC 1.4

 

 

 

1.   For each of the following pieces of legislation, describe one activity that Hospitality Management would take to ensure they are complying with their legislation requirements. (Each activity must be different)

·         Food Hygine Regulations 1974

·         Food (Safety) Regulation 2002

·         Food Act 1981

·         Health and Safety in Employment Act 1992

·         Smoke-free Environment Act 1990

·         Privacy Act 1993

·         The Sales of Liquor Act 1989

 

Resourcing, new technologies, staffing and training required.

Resources are available and have been redeveloped over time; they however need updating to excel spreadsheets. I require training in this as well as the use of camtasia, to record this information for my learners and possibly place it on YouTube. The technology is now available through the polytechnic, e.g. BlackBoard, Elluminate, moodle etc. I need more training in setting up moodle for my learners and web page set up using course Genie. A work placement through our Industry Development Leave mechanism would be ideal for me to do, this would give me the insight and capabilities/knowledge to make our documents industry relevant and up to date.

 

Implementation plan

For the set up of a webpage using course Genie I require some assistance form Terry, I continue this as soon as I can.

Back again.

I have not worked on my blog for a very long time, but here I start again.
I am working on the redesigne of the Food and Beverage unite I teach here at the Otago Polytechnic Dunedin. They are Purchasing and Stores Management, Food & Beverege Control Systems and Food & Beverage Management. I started of with a learners profile and the looked at some theory perspectives, belolow one can see where I am at.

Training Generation Y

I picked one of my favored authors and public speaker, Peter Sheahan and his theory on “Training Generation Y” as my theory perspective (I have placed the reading for this on BlackBoard? under course infromation). Mainly because I do believe that the key (and this is not only for Generation Y) for effective teaching and learning is very much linked to how relevant, interactive, personalised and entertaining your material and presentation of the topics are.

The link to practical examples or activities in the classroom (preferably again in the actual commercial environment) is crucial for learners to have an in-depth learning experience and understanding.

Peter Sheahan highlights the strength of Generation Y e.g. innovative and tech savvy but argues that they do lack basic written and verbal communication skills, both of which are so crucial for our hospitality industry and so our training programmes have to include these essential skills to be effective for today’s industry requirements.

The concept of training on demand and/or have information they need, accessible when they need it and not necessary before e.g. on-line learning tools like internet links, power points, computerised quiz, audio and you-tube style video on topics and/or modules of learning. This can be utilised for revision or exam preview or when they need it in the industry etc.

The seven tips for presenters and trainers I find particularly suitable for my environment.

1 come out blazing 2 leave your ego at the door 3 ramp it up 4 straight shoot 5 weave your magic 6 don’t be someone that you are not and 7 don’t judge the book by its cover.

The second theory I like is still the Kolb’s Learning Cycle, adding concrete experience, reflective observation, abstract conceptualization and active experimentation throughout.

My re-designe will incorporate the four key elements highlighted earlier;

· How relevance is the present information of the topic and what needs changing? (learners and industry perspective)

· What worked well and what needs changing to make this a more interactive course?

· How personalised is it, how can I make this personalised for all my different learners? (both full time and industry based)

· How entertaining is this topic in its presentations, task’s and resources used?

As identified in the first assessment activity the part of my courses, unit 16894 food and beverage control systems, is due for a re-design. The aim of this course/unit is to provide students ‘learners’ with knowledge of the hospitality management control systems required in a commercial food and beverage operation (as set by our ITO). Examples are stock take programme, menu engineering, forecasting and profit analysing systems to name a few. The School of Hospitality’s vision is to be able to bundle this unit with unit standards 16895 (purchasing and stores management) and 16892 (food and beverage management) and offer this through a more flexible approach then at present. During the re-designing process of this course/unit I could incorporate the coupling with the other two units at the same time. This would also suit the industry so learners can continue to earn as they learn. I do have established a great relationship with the Scenic Circle hotel group and have given a conference presentation on this topic in August.

Design Overview

What is the aim and learning outcome?

The aim of this course is set by our ITO, Hospitality Standards Institute and is to provide learners with the knowledge of financial management and control systems of a food and beverage operation.

Unit 16894, level 5, 6 credits.

The outcome:

At the successful completion of this course, participants will be able to effectively control financial processes in a food and beverage business using industry set control systems.

This will include but is not limited to;

Record systems
Forecasting and cost control techniques
Control procedures
Relevant legislation
What relevant learning activities will I use?

Menu analysis.

Food report and cost variance.

Sales mix and Sales volume.

Forecasting exercises and discussion.

Physical stock take and variance calculation for our café brie.

Profit sensitivity analysis.

Group assignment, research for relevant legislation.

Individual assignment.

Close book test.

How will I teach this to my group?

This is a mixture of what worked well in the past and changes needed to accommodate learners, industry and the Otago Polytechnics needs better (more in part 3 development ideas). I will do this through selected strategic approaches which cover all different learning styles and background/profiles of my learners. This could include on-line tutorials, discussion and group presentations to include connecting with learners using illuminate, research activities for tasks/assignments geared towards my learners, a webpage using course genie or moodle (passwoerd protected wiki) for reflection/learning journal including links to useful internet links for myself and the learners. I use our own BlackBoard? as a ‘home base’ with the main course documentation like course outline and assessment information, power points with quiz for revision, readings and video clips for the particular modules, camtasia movie clip for excel spreadsheet etc.

Technical assistance for the computer on-line work will be given. I will not use a blog at this stage as I don’t think it suits my learners.

I plan to use two weekly face to face classes/lectures over 16 weeks with additional one-on-one or group tutorials available on arrangement. I break the unit standard into 9 mayor topics/modules ‘9 steps to profit’ and include in-class group activities to teach the financial calculations required and for the formative assessment, also so learners can learn by observing and interaction in person with others. The use of industry guest speakers will enhance this face to face as well as make them more industry relevant and highlights o the learners what they do need in the workplace. The food and beverage management text book will be used for this as well as power point presentations. An audio for each chapter’s revision placed on BlackBoard? works well for me at present (marketing), as we all know it is not always easy to get learners to do the required readings.

The summative assessment will consist and correspond to the learning outcomes and content, there will be two tasks/assignments and a closed book test of underpinning knowledge questions (this is a stipulation for our ITO and we have no choice in this matter).

A assessment schedule and requirements, including marking criteria to be deemed competent, will be issued and explained on day one. A detailed timetable will be issued together with the introduction of the unit standard. The aim is that all learners have all the information/tools they need form the outset, so there are no surprises that could follow.

Content.

Accurate maintenance of record systems, analyses of data and use of information for planning are explained in accordance with industry practices – weekly, monthly and quarterly.

Maximising profitability using appropriate forecasting and cost control techniques is explained in accordance with industry practice.

Methods for the implementation and maintenance of appropriate hospitality

industry control procedures.

· volume forecasting,

· standard recipes,

· standard yields,

· portion control,

· stores,

· stock takes,

· wastage records,

· revenue control

Legislation relevant to hospitality operations is explained in accordance with

industry practice.

· Food Hygiene Regulations 1974,

· Food (Safety) Regulations 2002,

· Food Act 1981,

· Health and Safety in Employment Act 1992,

· Smoke-free Environments Act 1990,

· Privacy Act 1993,

· Sale of Liquor Act 1989

And any subsequent amendments.

Assessment.

Research for relevant legislation, summative assessment.

Individual assignment, summative assessment.

Close book test, summative assessment.

Development ideas

I will now start this part on my blog.

Regards Daniel

To the finishline

Project scope

Z report

Stock take program

Step by step guide for the stock take program

Stock Take Assessments

Lesson Plan

To the finish-line, I hope. Whilst on our Marae visit (School of Hospitality Staff) I was able to discuss my ideas for the teaching resources with colleagues. I received full support for this, both for the teaching resources (beverage stock take) and the overall project scope (modularisation of our three f&b management units). I have discussed the drafts this morning with Leigh and now have attached the documentation drafts for comments to my blog. reagrds Daniel

Web 2.0 debate Keen vs. Weinberger

Reading this debate Keen vs. Weinberger on the Web 2.0 and previously the article form the ODT, May 7, 2007, I certainly can’t help but thinking, is it a dream or a nightmare? I can see pros and cons in both arguments. I agree that we and our learners have a choice to use the “old media” or the Web 2.0 e.g. Wikipedia, del.icio.us to tag on-line resources, You Tube, My Space or Blog’s. With this on-line media I have to agree with Keen and ask the question where is the anchor of truth? Again you could argue to stay with traditional media when it comes to facts, as even Weinberger kind of agrees. But then again, why not top up the traditional/textbook information with the Web 2.0 resources? One of the main questions I have is; How to sell our knowledge? and is the Web 2.0 altering this? Especially how do we pay for talent, e.g. our knowledge if it is for free on the Web? How would the Polytechnic stay financially viable if we place our course information for free on blog’s? Is BlackBoard not a better option? At least learners are enrolled to get access. How can we give away something for free and still collect money?

I do get some positives out of this reading however, it is in my view a great tool to connect with people, experts/learners discover one another, information is shared etc. A bit of a shame that it takes so much time, that most of us don’t have, to separate fact from fiction.

Teaching resource and flexible leraning plan

OK, here is my idea for the teaching resource, I like to continue with the comment I made in my last blog “how do we service the students we have more sufficiently and effectively”. For this I want to re-develop a topic “the process of budgetary control”.

This is part of a theory based unit standard, food and beverage management, that I am teaching  in our National Diploma in Hospitality Management Programme. I decided to start with the learners and graduate profile for the big picture, financial and operational management first.

Learner Profile

Learners on this course/unit are likely to come from a wide range of backgroundsincluding directly from secondary schools, employees form the industry, achange in vocation position, re-entering the workforce or hospitality certificate courses. 

Graduate Profile

Graduates from this theory based unit standard are able to demonstrate knowledge of the financial and operational management practices, required at supervisory level, within a food and beverage operation.

 Learning outcome

For the teaching resource I have chosen learners should be able to understand;

the process of budgetary control.

For the flexible learning plan;

to demonstrate knowledge of the financial and operational management practices.

For my second comment I made in my last blog “how do we get more students which we are at present don’t get” I would like to develop the resource as flexible as possible, delivery can be class room, self paced, industry based, workshops and group work, with assignments and tests for assessment. The aim would be to cover all learning styles, personal and professional situations of present and future students.

Details I am still in the process of working out but BlackBoard, workbooks or even CD’s could be part of it.

Industry feedback is vital for this so I will spend some time talking to potential customers and I keep you posted of the progress.

Let’s give it one more go!

I decided to give this course one more go and by reviewing all the old e-mails I came across the article “students walking out on lectures”. What a great read and good to know that it is not just an issue that I face, but it is happening all over. I am not sure if it is only a GenY phenomena to be judgmental about “what’s in it for me” or more “what is the point”. I believe generation X or even baby boomers are not that much different at times.

What I believe makes GenY different is that they demand training and education to be relevant (do I need to know this at this point of my career), Interactive, Personalised and Entertaining, on top of this it needs top be fast and fun.

This brings me to the attendance for lectures and tutorials, I do have generally a good attendance 70-80% or so and close to 100% if the lecture/tutorial material correlates with the exam/underpinning knowledge test questions (the what do I need to know to pass student), I like James Neill’s comment that “he has no attendance problem because he chooses not to have a problem” and I agree with him. This year especially I have made great leaps in the use of our BlackBoard, making all my lecture/tutorial power points, assessment resources, video and readings etc. available to where and when the learner wants it. Learners are not just encouraged to use it if they can’t attend a lecture but also as a revision for assignments and tests so they can choose the time and place of study to some degree themselves. 

The second reading was “Gradually hand over control of learning”, drastic figures quoted that “if you teach a class in the traditional sense, Michael reckons, you can expect around 15-20% of your class to be able to keep up with your delivery of the content”, scary figures, but what I liked about it is that Michael asked some very good questions, so what do you do? How do you; meet the individual learning needs of a diverse bunch of learners and provide a social learning environment where people see the inherent benefit of turning up to learn together and assess individuals in their mix of individual and group learning in a fair valid, sustainable way? Also I can relate to how we have to ensure the learners are able to match the activities to the official national competencies that they need to demonstrate competency in, we have a very domineering ITO for our sector, Hospitality and therefore the learning outcome must be linked to our unit elements and performance criteria’s exactly. And lastly the 5 top tips; 1. model learning not teaching, 2. act on the needs of your learners, 3. provide relevant and practical activities to learn through doing, 4. become a filter (not creator) of relevant content for your learners and 5. gradually hand over control of learning to your learners.

This should now help me to plan my teaching resources and flexible learning plan, I like to think of;

How do we service the students we have more sufficiently and effectively?

How do we get more students which we at present don’t get?

I keep you posted on my progress of the design plan and project scope, I am thinking at present to do parts of the Food and Beverage Management as my teaching resource but also as a big picture, how can we get the industry training started, flexibility will play a big part in this.

Flexible learning: it’s not just about distance

I am finally there as well, has taken me a while to get this “blog” started, I would have many other names for it but they could not be published.

So what is my understand of flexible learning? I do now understand that it is not only about distance or that it is not a totaly new concept either. But it is the recognition that there must be more flexibility to meet the needs of our learners and the Hospitality Indusstry’s requirements in general. That we need to move away from the decisions about learning dimensions made in advance by lecturer and/or institution to a more learner driven, giving  the student a range of options to choose from. Including that the learner can choose where he or she will learn, self-paced activity (group or individually) type of learning activity and amount of monitoring etc. But also that there still should be a option of selecting predetermined choices as well as making ones own decision . This would help overall to use flexibility of a course to suit different learning styles of students (learning choices). Figures 1.1 and 1.2 dimensions of learning flexibility and opportunities helped me to understand the topic better and gave me ideas of how one could go about it developing resources and implementing this concept further e.g. respond and individualise rather than plan and deliver but still be very clear about learning outcomes and your goals. Which leads me in to ”what is my initial impression about flexible learning” and I can see some challenges the reading highlighted as being applicable to us the Polytechnic and my own department. I agree that the institution needs to lead this change towards flexible learning, questins like; how can we offer time flexibility? How are lecturers timetabled? How can timetabling of rooms occur? would need to be discussed and answered first and consensus would have to be reached within the Polytechnic. As the reading explains independent learning brings with it new choices but also responsibilities. If I could use myself as a example for this course, this can confuse rather than empower, not all students want to make there own choice, be self-directed and self-motivated. Not all students have the understanding and experience of the technology available e.g. some of the students in hands on skill based courses have very little IT skills. There are however great opportunities as the reading highlighted,  the place of learning can be a combination of workplace and Polytechnic based, lecturer and students could choose from a wider range of approaches, material, learning settings, times and communication. 

Grand Hotel Hof Bad Ragaz

Contemporary Issues in Food and Beverage – Lecture 5

For lecture 5 please go to public health south web site and make yourselves familiar with the websites information. Also download the Lesson plan for lecture 5.