Providing learning options to hospitality students
TAFE NSW VET Pedagogy Project, Part C of Phase 1
BLENDED LEARNING CASE STUDY | Mark McManus, TAFE NSW - Hunter Institute, NSW
The introduction of blended learning has seen … more direct workplace tuition and interaction for the student.
Mark McManus
Training Packages
Hospitality (THH02)
Learning Environment
Teaching Certificate III in Hospitality (Commercial Cookery) and Certificate II in Hospitality (Kitchen Strand) throughout the Hunter Valley integrating a high level of industry expertise, teaching and blended learning approaches. A variety of learning options are offered to students.
Teaching Approach
The commercial cookery section of the Hunter Institute describe their learning approach as being adaptable and willing to trial new concepts in delivery. Their experience has shown that students learn better if given a variety of different ways of learning the material.
The development and piloting of the blended delivery between TAFE and the workplace has seen a significant change in the planning, development and maintenance of the courses. The blended components include a CD with multimedia interaction, and workbooks with feedback sheets for practical aspects of the course. The online module can be accessed from home or in the classroom. The workbook is used to supplement delivery and to recognise different learning styles particularly when managing some of the larger blocks of information.
The online component has been web-based using Janison (online learning management system). The section implemented different strategies of assessment using Qmark Perception (online test and survey application), Janison with 'time frame' on (when tests can be attempted) and auto marking.
The faculty has close links with industry such as a week of 'Culinary Delights' with guest chefs. The faculty is in the process of signing a memorandum of understanding with the Hospitality Training Network and are also negotiating with other organisations at the moment to do the same.
Evaluation Methods
The continuous cycle of feedback from all stakeholders, employers, students and peers is undertaken regularly by communicating both verbally and through correspondence. A survey of students is also undertaken periodically to confirm learning styles are being catered for and delivery is satisfactory.
Positive Difference to Learning
The ability to communicate on a more personal level with the employers and students one-on-one through the blended delivery and workplace visits has been an invaluable learning experience. This level of communication has enabled the rolling-out of the new course materials using the blended learning approach. This has been less daunting and less threatening for the teacher to experience and embrace. The introduction of blended learning has seen a reduction in the attendance days in the classroom and more direct workplace tuition and interaction for the student. The students and employers have a greater opportunity for one-on-one discussion.
See Also
Case
Studies Innovative and Excellent Practices in VET Teaching and
Learning 2003 (426 Kb) are also available as one downloadable
file.
