Appendix 4: CFL EOI for Solesau Project

4/09/2020

iTaukei Trust Fund Board

PO Box 2327
Government Buildings
Suva.

Re: Expression of Interest for Solesau Learning Management System

Dear Una,

Our consultancy team from the Centre for Flexible Learning at The University of the
South Pacific, wishes to register our interest for the advertised invitation seeking
expressions of interest in the Solesau Learning Management System.

All members of our team are based at the Centre for Flexible Learning (CFL) of
University of the South Pacific. We believe we are the right team to carry out the
work for the Solesau project because the work involved in the Solesau project is part
of our core duties at CFL. In Mr. Varunesh Rao we have an expert with learning
management systems (LMS) who has over 10 years of experience with USP’s Moodle
LMSs to draw on. Mr. Mojito Jione and Mr. Pita Tuisawau are experienced
Instructional Designers who have between them over 20 years of online course design
and development as well as being fluent in Rotuman and Fijian respectively. Mrs.
Salanieta Saratibau is the final member of our team who has a background in teaching
and is currently serving as an education technologist here at our Centre for Flexible
Learning. In addition, we have Dr. Apolonia Tamata as an advisor on the curriculum
and pedagogy.

Costing
Phase 1: Learning Management System Design and Implementation: $7,000
Phase 2: Online Design and Development: $8,000

Appendices 1-5 provide further information on how the team meets the scope of
work, the team profile and credentials, the proposed plan for the LMS, evidence of
similar projects undertaken in the past, timeframe and details of cost per phase. We
can be contacted via email pita.tuisawau@usp.ac.fj or mobile 7443865.

We look forward to the selection committee’s consideration.

Yours Sincerely,

___________________
Pita Tuisawau (Instructional Designer)

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APPENDIX 1: Company Profile of Centre for Flexible Learning (CFL)

Centre for Flexible Learning (CFL)

The University of the South Pacific
Private Bag, Laucala Campus,
Suva, Fiji
Tel: +679 323 1000

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Appendix 4: CFL EOI for Solesau Project

Purpose of CFL
The Centre for Flexible Learning (hereafter CFL) provides leadership and direction to
stakeholders in all aspects of flexible approaches to learning and teaching at the
University. Flexible learning is a state of being in which learning and teaching is
increasingly freed from the constraints of the time, place and pace of these activities. For
learners, flexibility in learning may include choices in relation to entry and exit points,
selection of learning activities, assessment tasks and educational resources in return for
different kinds of credit and costs. For the teachers it can involve choices in relation to
the allocation of their time and the mode and methods of communication with learners as
well as the educational organization. Flexible learning, as such, is a value principle, much
like we see diversity, equity or equality in education and society more broadly. And in the
contemporary world, both in the developed and developing contexts, technological tools
and infrastructure are key components of it. The role of CFL is to support and help the
University achieve its Strategic Plan KPIs in this area.
This work involves working with Faculties in the design and development of their
academic programs for flexible learning and teaching, hosting and managing online
learning technologies such as Moodle, including orientation and onboarding of students
and staff in their use of Moodle, Lecture Capture, Mahara (eportfolio tool), TurnItIn,
REACT and other learning technologies as they become available. It also includes the
provision of a wide range of services to the University community in the production of
educational multimedia, audio, video, graphics, photography, animation, and web design.

ViSSiOn

To be a center for excellence in the design and development of effective,

efficient, and engaging open, flexible and technology-enhanced learning and
teaching experiences, and environments.

MiSSiOn

Provide leadership and direction to stakeholders in all aspects of open, flexible, and
technology-enhanced learning and teaching.

VaLuES

Open and flexible learning are value propositions like diversity, equity or
equality are in education and society more broadly, and technological tools
and infrastructure are key components of them.

Scope
Higher education at USP is deliberate and planned, and it includes both formal
instruction and recognition of prior learning experiences. It employs learning and
teaching methods that allow students to progress through rigorous programs across a
range of academic disciplines to achieve high level and relevant learning outcomes.
This requires that the University be highly cognizant of, and committed to the
region’s expectations of the skills and knowledge it needs and expects it students to
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acquire and develop. The Center for Flexible Learning (hereafter CFL) helps to create
and develop a positive learning environment that empowers, enhances, and
encourages best practice in pedagogy and educational practices.
The CFL is part of the DVC Education’s portfolio and it provides leadership and
direction to stakeholders in all aspects of flexible approaches to learning and teaching
at the University. Flexible learning is a state of being in which learning and teaching
is increasingly freed from the constraints of the time, place and pace of these
activities. For learners, flexibility in learning may include choices in relation to entry
and exit points, selection of learning activities, assessment tasks and educational
resources in return for different kinds of credit and costs. For the teachers it can
involve choices in relation to the allocation of their time and the mode and methods of
communication with learners as well as the educational organization. Flexible
learning, as such, is a value principle, much as we see diversity, equity or equality in
education and society more broadly. In the contemporary world, both in the
developed and developing contexts, technological tools and infrastructure are key
components of it. The role of CFL is to support and help the University achieve its
Strategic Plan KPIs in this area.

This involves working with Faculties in the design and development of academic
programs for flexible learning and teaching, hosting and managing online learning
technologies such as Moodle, including orientation and onboarding of students and
staff in their use of Moodle, Lecture Capture, Mahara (eportfolio tool), TurnItIn,
REACT and other learning technologies. Developments in this space include:
1. Hosting a plethora of technologies including Moodle to support the adoption
and integration of flexible approaches to learning at teaching at the University;
2. Orientation and onboarding of staff and students in these technologies for
effective and efficient use;
3. Leadership and direction in the conversion and revision of courses and
programs for online and flexible learning to meet USP Strategic Plan KPIs;
4. Nurturing of awareness in the University community about OER and its
imperatives for teaching and learning;
5. Development of an institutional policy in the adoption and integration of OER
in learning and teaching at the University;
6. Working with staff initially on the adoption of open textbooks and other OER
in their courses;
7. Collection and analysis of data on the behaviors and perceptions of students
and staff of digital technologies in order to inform and promote excellent practices
in a technologically enhanced educational environment.
8. Leading and promoting research and scholarship in learning and teaching
generally, and more specifically into the adoption and integration of learning
technologies in flexible learning towards meeting the relevant USP Strategic Plan
KPIs.

The role of CFL in the support of the professional development of academic staff in
relation to these activities is crucial. This includes continued participation of CFL
staff in courses/programs, workshops, symposiums, conferences and in quality
enhancement programs like Quality Matters etc. that are consistent with the
achievement of the relevant KPIs in USP Strategic Plan.

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Role and functions

The role of the Centre for Flexible Learning is essentially threefold. It comprises:
1. Learning experience design and development (which involves the design and
development of effective, efficient and engaging flexible learning and teaching
experiences);
2. Learning technologies & analytics (which involves the sponsorship and
support of learning technologies for effective, efficient and engaging learning and
teaching environments); and
3. Open educational practices (which involves the sponsorship and promotion of
open educational practices, which includes engagement with open access to
learning opportunities, open learning and teaching strategies and open
scholarship).

Learning Experience design and development

We are of the view that we cannot design learning per se, as it is a cognitive activity
that is a consequence of both solitary and social processes. All we can hope to achieve
is arrange the conditions and experiences of learners for effective and engaging
learning to occur. The Learning Experience Design and Development (LXDD) team
in CFL works with stakeholders to design and develop these learning experiences.
This involves meeting the expectations of the flexible learning policy and capacity
building in its adoption and integration at the University (See: https://policylib.
usp.ac.fj/form.categorydetails.php?id=1).

The LXdd Team

The LXDD team in CFL engages in the design and development of productive
learning experiences for students for Flexible Learning (FL). This involves providing
academic staff, support, instruction and resourcing for centrally supported teaching
and learning technologies. In addition to working closely with Faculty in the course
design and development process, the LXDD team also offers a variety of professional
development opportunities such as workshops, individual consultations and FL
resources (see table below). These resources cover design, teaching with technology,
assessment and best practices in FL.

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APPENDIX 2: SUMMARY PROFILE OF CONSULTANTS

Detailed Curriculum Vitae will be provided during the bid for tender process.

Work History Experience & Completed Projects

Varunesh RAO
BSc, PGDipCS, MCIS (S.Pac)

Present position:
Learning Systems Administrator

Section: Learning Technologies & Analytics

Contact details:
Location: TEDFuturesHUB, Laucala Campus
Tel: (+679) 323 2309, Fax: (+679) 323 1417
Email: varunesh.rao(at)usp.ac.fj

Varunesh Rao is a Learning Systems Administrator based with the Centre for Flexible Learning (CFL) at The University of the South Pacific.
His role in CFL is around administration of USPs eLearning and mLearning services. The main components of USP's Learning Systems
platform are Moodle and Mahara.
He has been with CFL since February 2011. His first working role was as a part time Web Developer European Union, from there he worked
briefly with the Fiji Government as an ICT Officer based with the Ministry of Multi-Ethnic Affairs and then briefly with USP as the IT Officer at
the School of Computing, Information and Mathematical Sciences. He then moved to ANZ (Quest Fiji) as a Business Analyst for a while
gaining much experience in the financial sector.  He continued his role as an Analyst with USP based with the Planning and Quality Office,
assuming the role of an Institutional Researcher/Data Analyst. After this post, he joined CFL in his current role. He is a committee member
with the South Pacific Computer Society (SPaCS), a society that seeks to promote ICT capacity building in the South Pacific.
Varunesh holds a Master of Science Degree in Computing Science and Information Systems, a Post Graduate Diploma in Computing
Science and a Bachelor of Science in Computing Science and Information Systems from The University of the South Pacific.
His interest and research areas are around Learning Management Systems, Mobile Learning and Data Analytics.

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Appendix 4: CFL EOI for Solesau Project
Professional Affiliations
The South Pacific Computer Society (SPaCS)
Administrative Duties
CFL rep to CITC (Communication Information & Technology Committee)
CFL rep to mLearning Committee
Research Projects
The following research projects I am involved with:
Data warehousing Project for USP
Integrating of Banner and Moodle assessments.
Research Publications
B. Sharma, R. Kumar, V.Rao, R. Finiasi, S. Chand, V. Singh, R. Naicker, Supporting Learning with mLearning Systems in Pacific
Education, to appear in Handbook of Mobile Teaching and Learning, Springer 2017
B. Sharma, A. Jokhan, R. Kumar, R. Finiasi, S. Chand and V. Rao, Use of Short Message Service for Learning and Student Support
in the Pacific Region, Handbook of Mobile Teaching and Learning, Springer 2016
Rao V, Anand P, Ayoade J. 2007 RFID Location Tracking System for Enhancing Police Services, ASME 2007 International Design
Engineering Technical Conferences and Computers and Information in Engineering Conference, September 4–7, 2007
Conference Presentations
B. Sharma and V. Rao, - , ICT Symposium, SPICTEC 2011, University of the South Pacific, Fiji, 20- 23 July, 2011

Pita TUISAWAU
BA, GCTT, PgDip Ed, MEd (S.Pac)

Present position:
Learning Designer

Section: Learning Experience Design & Development

Contact details:
Location: TEDFuturesHUB, Laucala Campus
Tel: (+679) 323 2379, Fax: (+679) 323 1417
Email: simione.tuisawau(at)usp.ac.fj

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Appendix 4: CFL EOI for Solesau Project
Pita Tuisawau is an Instructional Designer at USP where he has worked for over 19 years. He is responsible for designing print-based and
online distance learning materials. He holds a B.A degree, PGCE, PgDip in Education and a Masters in Education from USP. His interests are
in learning styles, instructional technology, e-learning, equity and access to education. In his spare time he loves to spear dive, camp, make
music and watch contact sports.
 
Publications

 Racule, E, Jione, M, Chief, I, Tuisawau, P, Totaram, R (2016). Creating your ePortfolio with Mahara and Moodle. A Student Guide
(Version 2) Suva, The University of the South Pacific. http://elearn.usp.ac.fj/mod/resource/view.php?id=345536
 Yusuf, J., & Tuisawau, P. (2011). Student Attitudes Towards the use of e-Portfolios: Experiences from The University of the South
Pacific. Malaysian Journal of Educational Technology, 11(4), 31-41.
 Wah, R., & Tuisawau, P. (2002, 29 July-2 August). Flexible delivery at University of the South Pacific: No mean feat. Proceedings of
the Second Pan Commonwealth Forum on Open Learning: Open Learning–Transforming Education for Development, Durban,
South Africa.
Presentations
 Koroivulaono, T., Paterson, D., & Tuisawau, P. (2013). A snapshot of transforming pedagogies in a sea of islands. Presentation to the
Vice-Chancellor’s Forum on Learning & Teaching 2013, The University of the South Pacific, Suva.
 Yusuf, J. & Tuisawau, P. (2011). Student attitudes towards the use of ePortfolios: Experiences from the University of the South
Pacific, Paper presented at the 2011 ePortfolios Australia Conference, Perth, Australia
 Prasad, D., Yusuf, J., Bhartu, D., & Tuisawau, P. (2010). The final countdown 3, 2, 1… zero: Launching towards a university wide
implementation of an ePortfolio system, Paper presented at the Sixth Pan Commonwealth Forum on Open Learning (PCF6),
Kerala, India.
 Tuisawau P. (2010). The School of Law Moodle experience: Scenario based Multiple Choice Tests and Moodle Database Tool.
Presentation to the Moodle High level Workshop 2010, The University of the South Pacific, Suva, Fiji.
Tuisawau, P. (2010). ePortfolio at USP: Starting up. Presentation to the Vice-Chancellor’s Forum on Learning & Teaching 2010, The
University of the South Pacific, Suva, Fiji.

Mojito JIONE
BSc (S.Pac), GCTT, PGDip IT (S.Pac), MINS (S.Pac)

Present position:
Learning Experience Designer

Section: Learning Experience Design & Development

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Appendix 4: CFL EOI for Solesau Project
Mojito Jione is a Learning Experience Designer at the Centre for Flexible Learning (CFL). He has worked at CFL for over 6 years. He holds a
Masters Degree in Information Systems, Postgraduate Diploma in Information Technology (PGDipIT), Graduate Certificate in Tertiary
Teaching and a Bachelor of Science degree from the USP. He has also completed an online Moodle Course Creator Certificate offered by
Moodle’s Certificate Central Administration. His interests lie with integrating technology in teaching and learning particularly with Moodle,
Mahara, elearning authoring tools and Web 2.0/3.0 tools.
Publications
 Racule, E, Jione, M, Chief, I, Tuisawau, P, Totaram, R (2016). Creating your ePortfolio with Mahara and Moodle. A Student Guide
(Version 2)  Suva, The University of the South Pacific. http://elearn.usp.ac.fj/mod/resource/view.php?id=345536
Racule, E, Jione, M (2015). Digital Video. A guide for teaching and learning (Version 1)  Suva, The University of the South Pacific. 
Presentations
 Jione, M. (2019). Technology Use @ USP – Preliminary Findings.Presented at TED Futures Seminar, The University of the South
Pacific, Suva, Fiji.
Chief, I, & Jione, M. & Totaram, R (2017). Creating ePortfolios at Pacific TAFE- creating spaces for students to demonstrate
competencies in their profession. Presented at Mahara Hui 2017, Auckland University of Technology, Auckland, New
Zealand. https://maharahui.org.nz/mod/page/view.php?id=132
 Jione, M., Moeava, P. (2017). Using Mahara to demonstrate skills acquired in a hospitality workplace practicum. Presented at
Mahara Hui 2017, Auckland University of Technology, Auckland, New Zealand. https://maharahui.org.nz/mod/page/view.php?id=132
 Hazelman, V., Jione, M., & Cabebula, T. (2015, October 14-16). The evolving technologist: reflecting on the role of the Education
Technologist in a regional university. Paper presented at the Twenty-sixth International Council for Open and Distance Education
(ICDE): Growing capacities for sustainable & distance e-learning provision, Sun City Resort, South Africa.
 Lowry, J, Jione, M., Koto, C. & John, E. T. (2015, September 9). Developing lifelong skills through problem-based learning: A case
study of student videos promoting waste recycling at USP. Presented at Vice-Chancellor’s Forum on Learning & Teaching, Japan -
Pacific ICT Multi-Purpose Theatre, Laucala Campus, Fiji.
 Jione, M, Charlotte, T. (2014, September 10). Assessing the effective use of online academic resources: an exploratory
study.Presented at Vice-Chancellor’s Forum on Learning & Teaching 2014, Japan - Pacific ICT Multi-Purpose Theatre, Laucala
Campus, Fiji.
 Jione, M. & Yusuf, J. (2013, October 9-11). A Moodle voyage at USP.Presented at ULEARN13 New Zealand's Premier Education
Conference, Claudelands Events Centre, Hamilton, New Zealand.

Salanieta SARATIBAU
Present position:
Education Technologist

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Appendix 4: CFL EOI for Solesau Project
Salanieta is currently an Education Technologist at the LXDD team at CFL, she supports and facilitates course development at CFL. She was
previously a teacher for more than 15 years at the MoE Fiji.

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Appendix 4: CFL EOI for Solesau Project

APPENDIX 3: SUMMARY WORK SCHEDULE

The expected products and outcomes will be dependent on

Proposed Plan for the LMS:

Proposed system for the LMS is MOODLE (https://moodle.org/). MOODLE is robust open source learning platform that is powering learning environments
worldwide. Off the shelf, MOODLE comes with a plethora of built in tools that helps in engaging learners. For example, lesson tools, reflection tools,
feedback and assessment tools. The LMS will also include services, tools and options for Multimedia content. Streaming videos and gallery of images will be
supported in the system for more interaction.

Proposed version: 3.9

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Appendix 4: CFL EOI for Solesau Project

PHASE Activity SE OCT NOV DEC

P
Week Wee Wee Wee Wee Wee Wee Wee Wee Wee Week
4 k1 k2 k3 k4 k1 k2 k3 k4 k1 2
Meet

Planning and Preparation

Phase 1 Initial maintenance (3 month) remotely or otherwise – a

LMS designated primary contact person will need to be assigned
from clients end for rectification of any technical issue that may
arise.
A secondary POC to be assigned as well.

Annual Maintenance Agreement (TBC if required) – up to 3

years
Training to be provided for LMS administrators

User manuals and guidelines to be provided

Any customization and specific requirements or changes

are to be confirmed in writing by client before the design phase
Payment schedule TBC

Confidentiality/Privacy conditions to be factored or that

which may be applicable
Learning analytics will be integrated into the system

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Appendix 4: CFL EOI for Solesau Project
All course content will need to be submitted to us for
conversion to online delivery formats
Logos, certificate designs, etc., to be provided to us as well

Initial demo to be provided once confirmed by client

Phase 2 Project Kick-off Meeting (Online Design and

Development meeting) 21 September, 2020
Online
design & User Interface Treatments
Developmen
t Instructional Design & Delivery of Storyboards
Functional Prototype Delivery
Completion & Review of Storyboards (if required)
Online Design and Development for the rest of the unit

MOODLE Training

Quality Matters Review

Technical MOODLE Support

Deliver of itemised list of revisions

Validation of beta modules

Sign-off and Delivery of Training Materials to
TTFB (11 December, 2020)
Costing
Phase 1: Learning Management System Design and Implementation: $7,000
Phase 2: Online Design and Development: $8,000

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APPENDIX 4: EVIDENCE OF SIMILAR PROJECT UNDERTAKEN IN THE PAST

A. LMS installations
1. USP Moodle: https://elearn.usp.ac.fj

2. World health Organization (WHO): https://www.who.int/westernpacific/about/how-we-work/pacific-support/polhn#  (their Moodle page seems

to be inaccessible at the moment)

3. Ministry of Education (Fiji): http://moelearning.gov.fj/

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B. Online activities
Annotation of videos

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Interactive video (activities inserted into videos)

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C. Training & Workshops

Support for Staff
dates Workshop coverage campus no.

29/01/2019 Moodle workshop - Introduction Laucala 17

30/01/2019 Moodle workshop - Assignments & Laucala 18

Turnitin
31/01/2019 Moodle workshop - Marksheet setup Laucala 16

14/03/2019 Moodle workshop - Quizzes Laucala 17

27/03/2019 Moodle workshop - Introduction Laucala 17

28/03/2019 Moodle workshop -Marking Laucala 24

Assignments & Feedback
22/05/2019 Moodle workshop - Marksheet Laucala 25
updating & finalizing
02/07/2019 Moodle workshop - Introduction Laucala 12

03/07/2019 Moodle workshop - Assignments & Laucala 13

Turnitin
04/07/2019 Moodle workshop - Marksheet setup Laucala 10

24/07/2019 Moodle workshop - Quizzes Laucala 10

05/08/2019 - Learning experience design workshop Alafua Campus-Samoa 8+

09/08/2019 - ePortfolios
27/08/2019 Moodle workshop - Introduction Laucala 6

28/08/2019 Moodle workshop - Using Turnitin Laucala 6

11/09/2019 Moodle workshop - Quizzes Laucala 10

14/10/2019 - Learning experience design workshop All Campuses -- offered in

01/11/2019 - Intro to Blended Blended mode 21
Learning
23/10/2019 Moodle workshop - Marksheet Laucala 17
updating & finalizing
28/01/2020 Moodle workshop - Introduction Laucala 21

29/01/2020 Moodle workshop - Grouping and Laucala 26

team work
30/01/2020 Moodle workshop - Assessment setup Laucala 29

06/02/2020 Moodle workshop - Marksheet setup Laucala 18

24/03/2020 Moodle workshop – Using Laucala – FSTE 47

BigBlueButton
26/03/20 Moodle workshop – Using Lacuala - PTAFE 53
BigBlueButton
29/04/2020 – Learning experience design workshop All Campuses – Offered 32
06/05/2020 – eModeration Online
13/05/2020 Rethinking Strategies Webinar - All Campuses – Online
Online Tests and Exams webinar

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18/05/2020 Moodle workshop – Using Tonga – IOE 6
BigBlueButton
21/05/2020 Moodle Quiz Q&A Webinar All Campuses – Online 30
webinar
27/05/2020 Rethinking Strategies Webinars - All Campuses – Online
Online Labs and Simulations webinar
15/07/2020 Moodle workshop – Using Lacuala - STHM
Perusall
17/07/2020 – Learning experience design workshop All Campuses – Offered in
31/07/2020 – Creating Videos for Online mode

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APPENDIX 5: DETAILS OF COST PER PHASE

Costing
Phase 1: Learning Management System Design and Implementation: $7,000
Phase 2: Online Design and Development: $8,000

Total 15,000

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