Hospitalit-e

=Hopitalit-e=

Background
There is currently a shortage of qualified cooking staff across Australia and the WA State Training Board State Training Profile 2008-2010 predicts continuing growth in the Hospitality and Tourism sectors to at least 2015. In the State Training Profile, the job of Chef was identified as one in which there are current skill shortages. To address this skill shortage the State Training Board recommends the implementation of a significant workplace component for training Cookery students in the Certificate III in Hospitality (Commercial Cookery). In a collaborative venture, Challenger TAFE’s Commercial Cookery students are being trained in the workplace at the Burswood Entertainment Complex of Western Australia. The focus of this project was to contribute to the development of skills of these students by providing flexible training resources. For students learning in workplaces, a range of flexible delivery options is highly desirable as it helps them balance competing demands of their workplace and learning responsibilities. E-learning resources can provide 24/7 access to learning repositories independent of geographical location. The blended strategy includes: • Elearning resources delivered to the students through the learning management system (LMS) Moodle. This includes course information; schedules; assessment requirements; assessment tools; course readings; links to websites; course content; media such as videos, audio, presentations. • Delivery of content, learning activities and assessment through a Didasko CD. The Moodle courses each have a schedule of instructions for the Didasko content and learning activities. • Face-to-face delivery and assessment in the workplace. • On-campus delivery.

The Framework connection
//We used the following Framework products and services:// 1. We reviewed the hospitality toolbox learning objects, which were being used up until the end of 2008. However, with the new hospitality training package, these resources are no longer current. Therefore we did not use them. 2. Toolbox champion and Elearning Innovations Project Manager at WestOne. 3. Australian Flexible Learning Framework website
 * E-learning for industry
 * Practical guide to elearning for industry
 * Flexible learning toolboxes
 * WA webpage
 * E-standards for training reference site
 * E-events
 * LORN

//We will share the following with the Framework community?// 1. Strategies for delivering hospitality courses in the workplace 2. Exemplars for demonstrating the blended approach we use, with the learning management system, the Didasko learning resources, and the on-campus delivery. 3. Induction strategies and guides for students and staff.

Knowledge sharing
1. Quinlan’s Hospitality and Tourism Training Centre at Challenger TAFE has a long and successful history of training in Western Australia. The outcomes are shared with other academic areas at Challenger TAFE and with commercial cookery trainers across the state. 2. The project is promoted through the CSSN and the CAGs. 3. Challenger lecturers teaching commercial cookery have had input into the project and are keen to expand the model into other areas of hospitality delivery. This has already occurred for Front of House training, with the Moodle course, Roster Staff being piloted with the current student cohort. 4. Training staff at the Burswood Entertainment Complex were consulted as the resources were developed.

Building on essential infrastructure
1. The project demonstrates how a combination of learning tools and applications are used to deliver training that is relevant to training industry as well as to on-campus (traditional) delivery. 2. The project seeks to maximise flexibility for students by combining elearning strategies with workplace training and on-campus workshops. 3. Members of the hospitality industry have a greater understanding of:
 * the benefits of elearning and applications in their industry environment
 * learning management systems
 * how learning management systems can complement on-campus and workplace delivery.

Embedding E-learning
1. Industry consultation has been effective. 2. Hospitality lecturers’ understanding of blended learning applications in their delivery has increased considerably. 3. The project integrates CD ROM and paper-based resources with a learning management system (Moodle). 4. Challenger TAFE has a strong focus on working with industry and community and this project demonstrates working with industry to produce a blended model for commercial cookery training in the workplace. 5. Having seen an exemplar for blended elearning, the Hospitality lecturers are keen to use the resources developed for this project for other student cohorts, ie for commercial cookery training in other workplaces such as the Esplanade Hotel in Fremantle. They would also like to continue the development of Moodle courses, using a similar delivery format, for other hospitality areas (ie non-Commercial Cookery).

Achievements
1. Induction strategies and guides for staff and students. 2. A blended delivery and assessment approach that incorporates resources in the Moodle Learning Management System, a Didasko CD ROM with content and assessment activities, workplace delivery, and on-campus delivery. 3. Development of Moodle courses for the following: > SITHCCC015A Plan and prepare food for buffets > SITHCCC001A Organise and prepare food > SITHCCC002APresent food > SITHCCC003AReceive and store kitchen supplies > SITHCCC004A Clean and maintain kitchen premises > SITHCCC027APrepare, cook and serve food for food service > SITHCCC006A Prepare appetisers and salads > SITHCCC007A Prepare sandwiches > SITHCCC008A Prepare stocks, sauces and soups > SITHCCC009A Prepare vegetables, eggs and farinaceous dishes > SITXHRM003A Roster staff 4. Professional development for Moodle. 5. A delicious site for bookmarking relevant websites 6. Increased engagement by hospitality lecturers in the development process, which led to increased understanding and acceptance of a blended strategy. 7. Burswood staff provided input to the project & it increased their understanding of blended models of delivery (HR Manager, Learning Development Coordinator, Head Chef, Learning and Development Manager, Coordinator Apprentice Training) 8. The blended model gives students flexibility, in that they can do some of their work in their own time. They can also use the elearning resources to catch up on work if they missed classes.
 * General information for students (including campus maps, Challenger TAFE information such as study guides & other student services, library guides, menus, recipes, course information, websites, contact details, delivery schedules and assessment plans). This information is currently presented to students on a CD & is now also in a Moodle meta course which means that it will be available to all students who are enrolled in a Moodle Commercial Cookery course at the Burswood. The meta course will also be available to students enrolled in other Moodle Hospitality courses.
 * SITHCCC005A Use basic methods of cookery

1. Hospitality educators have a. shared ideas and resources b. increased their elearning understanding and skills c. engaged with a new LMS, Moodle 2. Onsite training can be combined with online delivery 3. Hospitality trainers have Moodle courses for 12 units of competence and a meta course for general information for Hospitality students.
 * How have your business and/or learner group/employees or other stakeholders benefited from the project?**

1. Enhanced/consolidated industry networks 2. Input into the content of the Moodle courses 3. Enhanced flexible training options for employees 4. Flexible workplace training, which is a combination of elearning, practical work that can be assessed in the employee’s workplace and on-campus delivery.
 * What impact has the Innovations project had on your organisation/business partner/learner group? e.g. increase in uptake, VET more accessible, provide new options/pathways?**

1. Support from hospitality industry and educators for the blended delivery and assessment model. 2. Willingness by educators to engage in, and explore, different learning technologies. 3. A final product, the Moodle courses, that is applicable to several delivery modes (eg workplace, on-campus) 4. The combination of a LMS with CD and paper-based resources.
 * What are the returns on investment you are seeing?**

1. Importance and value of industry and education consultation and collaboration 2. People’s willingness to contribute time and knowledge to achieve a successful outcome 3. People’s willingness to share resources and ideas 4. The value of a blended approach to delivery and including several learning technologies and applications. 5. How modelling elearning greatly encourages understanding.
 * What did you learn through this project? Were there unexpected outcomes?**

1. The blended strategy adds value to the training offered by Challenger TAFE. The commercial cookery training at the Burswood Entertainment Complex was a pilot in 2008 and has been so successful that the programme is now embedded in both organisations. The model is being expanded to other Perth hotels, which means that the blended delivery model incorporating elearning strategies will be used for a larger student cohort. 2. The project has enhanced the uptake of elearning in Challenger TAFE’s Hospitality and Tourism Centre.
 * How did your project- empower learners, stimulate demand, provide greater choice, respond to the needs of disadvantaged learners, and facilitate increased recognition of prior learning?**

Executive Summary
There is currently a shortage of qualified cooking staff across Australia and the WA State Training Board State Training Profile 2008-2010 predicts continuing growth in the Hospitality and Tourism sectors to at least 2015. In a collaborative venture, Challenger TAFE’s Commercial Cookery students are being trained in the workplace at the Burswood Entertainment Complex of Western Australia. This 2008 pilot was so successful that it is now embedded in both organisations. The focus of this project was to contribute to the development of skills of these students by providing flexible training resources. The blended strategy includes: • E-learning resources delivered to the students through the learning management system Moodle. This includes course information; schedules; assessment requirements; assessment tools; course readings; links to websites; course content; media such as videos, audio, presentations. • Delivery of content, learning activities and assessment through a Didasko CD. The Moodle courses each have a schedule of instructions for the Didasko content and learning activities. • Face-to-face delivery and assessment in the workplace. • On-campus delivery We designed and developed Moodle courses for twelve hospitality units as well as a meta course for general information for students (including campus maps, Challenger TAFE information such as study guides & other student services, library guides, menus, recipes, course information, websites, contact details, delivery schedules and assessment plans). This meta course is available to all students enrolled in any of the twelve Moodle hospitality courses. Having seen the benefits of the blended approach Hospitality lecturers are keen to use the resources developed for this project for other student cohorts, ie for commercial cookery training other than at the Burswood. They would also like to continue the development of Moodle courses, using a similar design, for other hospitality areas.

For more information
Annelieske Noteboom Project Manager eLearning Hospitalit-e/Challenger TAFE Phone: (08) 9239 8352 Email: Annelieske.noteboom@challengertafe.wa.edu.au

Phone: (07) 3307 4700 Email: enquiries@flexiblelearning.net.au Website: [|flexiblelearning.net.au]
 * For more information on the Australian Flexible Learning Framework:**