Example 1

Incorporation of Blended Learning into Programme Design

The philosophy behind blended learning is in itself a reflection of a tourism work
environment. The benefits of face-to-face learning include social contact, shared
experiences, group dynamics, the development of verbal communication skills, and analysis
of non-verbal communication skills. These are, in turn, complemented by the efficiencies of
online practice. Face-to-face learning helps students develop strong communication skills
which will strengthen and support efficient online communication when graduates are in the
workplace.
Just as tourism professionals spend their working day in both direct (face-to-face) and
indirect (online) contact with the tourist, so does the student experience this in the
programme’s blended learning model. Students will access online commercial booking
systems which provide relevant online tourism resources to the students in the form of
quizzes, scenarios, experiences, and activities. Online resources are further complemented
by the use of a flipped classroom, which lets students engage more actively in class rather
than simply being static receivers of knowledge.
Online resources provide an additional opportunity for formative assessment and on-going
feedback to students; this increases the opportunity for student-led activities such as the
development of resources and research gathering. Simulated online scenarios reflecting
tourism operations, coupled with in-class simulations where peers act as tourists will assist
students in gaining the skills to have face-to-face interactions with visitors. Learners will
access an online commercial booking system and other tourism resources, which enables
the sharing of current scenarios via a variety of delivery methods. Through both online and
library resources, learners will begin to develop research skills. As students move towards
employment, the ability to enhance the tourist experience will in part be aided by their ability
to research and gather destination information and to present this information clearly and
coherently for tourists.

Example 2

Programme Incorporation of Blended Learning

The suite includes blended learning in all courses to cater for a range of student learning
needs and situations. Students are required to interact with discipline-specific on-line
information, resources and tools in all programmes. On-line and self-directed learning is
complemented by face-to-face sessions including seminars, critiques, guest speakers,
workshop tutorials, and writing supervision. The postgraduate suite caters for on-campus,
studio-based as well as workplace-based learning. It is envisaged that most learners will
choose to be on-campus for part or all of the Level 8 programmes to take advantage of the
dynamic interactions amongst fellow graduate students, with staff, and the wider community
of practice. At masters level there is an expectation that some students will be based off-site
for part or all of their study. The existing Master of Design Enterprise programme, which has
a large workplace learning component, has catered for a number of students outside of
Dunedin using a blended delivery model.
Authentic Work Experience
Students are encouraged to undertake internships during their post graduate study and the
Professional Design Practice course prepares students for this opportunity. They are also
able to undertake individual or team-based projects with a community or industry partner,
some of which may be workplace-based.
A period of supervised practical training, an internship consists of an exchange of services
for experience between the student and an organisation. It is an opportunity offered by an
employer to potential employees, called "interns", to work at a firm for a fixed, limited period
of time. Interns will work full time or part time depending on the course requirements and the
employer’s situation, allowing them to experience how their studies are applied in the "real
world". Interns do not generally, get paid. Such experience can be highly attractive to
potential employers on a candidate's curriculum vitae. Students can also use an internship
to determine if they have an interest in a particular career, create a network of contacts or
gain school credit. Interns have a workplace supervisor who assigns specific tasks and
evaluates the intern’s overall work, as well as a School of Design liaison person to ensure
that the necessary learning is taking place. An internship information sheet named What you
need to know about interning at workSpace, has been developed by Lynda Henderson of
workSpace who manages students and graduates from the School of Design working as
paid and unpaid interns in this in-house commercial design studio (refer to Appendix 25.:
workspace – Interns Agreement).
Workplace learning is learning that takes place in a work place, learning-as-participation,
including reflection. The relations, content and context of work can be experienced and
reflected on. The design expectations, responsibilities and outcomes are managed by other
colleagues or supervisors in the workplace team. Students are able to move from novice to
expert, through application of classroom theory, gaining of situated and tacit work-related
knowledge and skill, socialisation, and incorporation into a community of practice.
Workplace learning can bridge the gap between different types of knowledge and learning,
relevant to the education of contemporary design students.

Example 3

Programme Incorporation of Blended Learning

To best serve its diverse student population, the New Zealand Certificate in Cookery (Level
4) is fully committed to employing flexible delivery methods to the greatest extent possible
without negative consequences for pedagogical quality. While face to face delivery is the
normal mode of delivery for the courses, course materials are routinely made available on
polytechnic servers and via LMS to allow students convenient access outside of class hours
and from remote locations.
While discussion of “flexible learning” often tends to concentrate on digital facilities for
delivering course content, we believe true flexibility also requires an acknowledgement of
the variety of learning styles, learning needs and personal demands which our students face.
The New Zealand Certificate in Cookery (Level 4) courses are designed to take into
consideration the full range of student learning styles by incorporating a variety of media, eg,
printed material, presentations, interactive tools, use of social networking sites and
discussions.
To this end, our staff follow an “open office” policy under which we are available to provide
student support outside timetabled teaching hours as much as reasonably possible.
Students who need extra help or who benefit from one-on-one discussion of challenging
material are encouraged to make contact with their lecturers outside of class hours. Staff
also communicate with students via e-mail and/or instant messaging to answer questions
and provide feedback about coursework for students doing coursework off-campus.
Authentic Work Experiences
Learners will gain relevant real-world learning experience in Otago Polytechnic’s production
kitchens, where they will produce food for the campus-based Technique restaurant. They
will experience a variety of service styles and are also placed in various sections of the
kitchen to develop practical skills in meat cookery, desserts, and plating skills. Students
additionally undertake food production weeks whereby they produce food for paying
customers. Three four-hour practical classes give students the opportunity to produce
dishes that relate to the learning outcomes requirements, reflect current industry trends, and
cover all the basic skills and techniques required to work in a European cuisine-based
kitchen.
Students will gather evidence of their work throughout the year via Pathbrite (an e-portfolio
site), which will include photos of assessment dishes and event involvement, reflective
journals, menus, and assignments. Students will complete specific reflective and compare
and contrast exercises during the Work Experience Course. For Intro and Complex Cookery
courses, Pathbrite will be used to collect student recipe work plans and feedback
information for each of the formative and summative assessments.