Carpe Diem Learning DesignProfessor Gilly Salmon Pro Vice-Chancellor (Education Innovation)Gillysalmon.com/carpe-diem

UCT Graduate School of BusinessCape Town SOUTH AFRICA

31 Aug – 3 Sept 2015

DESIGN

DELIVERY

Pedagogy- the journey

Delivery

4

• 12 hours over 2 days• In a team • Rethink and redesign• Assessment and feedback• Learning activities blended• Online activity design and create

Peer feedback

Learning Design through Carpe Diem Workshops

14 years of research into achieving collaborative learning design

Outcomes based learning, teaching and assessment for a digital age

24 Workshop

s172 Units 292

Academics 332 Staff

82-85% of participantsagreed effectively supported

teaching and activities

76-85% of participants recommend to colleagues

“Remarkable, immersive constructive help from Learning

Technologists and LibrariansThey showed me how to develop

my unit “

“friendly learning environment”,“excellent support from Centre of Education

Futures and Library staff” “reshaping my unit,”

“important education tools”“developing e-tivities”

“very hands-on”“direct outcomes for unit development”

79% already implementing changes to their units

Carpe Diem

Seizing the Day:

Carpe Diem Learning Design

10th Nov 2014 - 6th Aug 2015

at theUniversity of Western Australia

DeliveryCarpe Diem

The new Carpe Diem Studio at the University of Western Australia

Carpe Diem

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Stage 1: Write Blueprint

Stage 2: Create Storyboard

Stage 5: Review & Adjust

Stage 3 Build Prototype

Stage 4 Check Reality

Stage 6Action Plan

The Carpe Diem Methodology

9

VisionThe impact of the experience of this

unit on students (future)

Look and feelWhat it is like for students engaging

in this unit

Achieving theseDo your assessments enable

students to show they’ve met the vision?

Does the feedback process support them?

p.7

p.8

p.9-10

Stage 1: Write Blueprint

Rethink the vision and purpose

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• Ecological: integration and blend• Scaffolding

- for assessment, knowledge and learning

• E-tivities- aligning & learning activity & feedback

• Designing with the end in mind curriculum alignment – vision > Learning Outcomes > assessment > learning activities

• Design once, deliver many times

Stage 2: Create Storyboard

Pedagogical principles

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Stage 2: Create Storyboard

5 Stage Model for Scaffolding learning*1 Access/motivate 2 socialise 3 Cooperate 4 Collaborate 5 Synthesise

Topic Topic TopicTopic

Week 1 Week 2 Week 3 Week 4 …..

Assessment Assessment Assessment

1

3

2

4

5

F2F learning activity

F2F learning activityF2F

learning activity

F2F learning activity

F2F learning activity

F2F learning activity

Online learning activity

Online learning activityOnline

learning activity

Online learning activity

Online learning activity

Online learning activity

Carpe Diem at UWA

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Scaffolding: 5 stage modelSalmon, G. (2011) E-moderating: the key to teaching and learning online. 3rd Edition Routledge: London & New York

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Access and motivation

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Online socialisation & , team building

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Information sharingCo-operation activities

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Knowledge constructionCollaboration activities

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Looking back & forward

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Stage 3 Build Prototype

1. E-tivitiesDesigning Prototype of a stand-alone online activity

2. Online creating e-tivities

3. Build Prototype

Designing a stand-alone online activity

Stage 3: Build prototype

20

Stage 3 Build Prototype

1. E-tivitiesDesigning Prototype of a stand-alone online activity

Stage 3: Build prototype

Design 2 – 4 e-tivitiesOn paper templateUse Storyboard to select

Exemplars pp 21 – 25Blank Template p. 26 for future useGuided Template p. 27

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E-tivities invitationSalmon, G. E-tivities (2013) the key to active online learning 2nd Edition Routledge: London & New York

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Key features of e-tivitiesA small piece of information, stimulus or challenge

(the ‘spark’) Online activity which includes individual participants

posting a contribution An interactive or participative element- such as

responding to the postings of others Summary, feedback or critique from an e-moderator

All the instructions to take part are available in one online message.Salmon, G. E-tivities (2013) the key to active online learning 2nd Edition

Routledge: London & New York

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Familiar symbols PurposeClear pacing &sequencing

Single TaskPer

message/forum

Spark(to start the

dialogue)

Where to respond

Response to othersE-tivities

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Links

Time

E-tivities

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E-tivity 1.1: The Relative Priority of the Knowledge Areas

Introduction

As you have seen from our coverage of the standards to date, the PMBOK does not put a priority on the different project management knowledge areas (i.e. cost, time, scope, risk, etc.).Despite this, understanding the relative priority within a specific organisational context is likely to enhance project performance.

Purpose The purpose of this e-tivity is to identify the top 3 knowledge areas driving project management within your organisation and identify what is driving this relative priority.

Task

To be done by September 7th.Identify the top 3 knowledge areas driving project management within your organisation and share your refections on what you think is driving this relative priority (e.g. it might be organisational or industry imperatives).Post your contribution to the 2nd column of the Wiki.

Respond

To be done 1-2 days after the above date. Choose a contribution posted by a peer that you find interesting and respond to it in the 3rd column.To go back to the module contents, please click on the MN6901 crumbs on the Moodle toolbar.

E-tivitiesWiki

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Stage 3 Build Prototype

1. E-tivitiesDesigning Prototype of a stand-alone online activity

2. Online creating e-tivities

3. Build Prototype

Designing a stand-alone online activity

Stage 3: Build prototype

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Stage 4 Reality Check

1. Finalise at least two E-tivities

2. Review • Review at least 5 e-tivities

by other staff• Use paper template• Provide helpful feedback

3. Build Prototype

Designing a stand-alone online activity

Stage 4: Reality Check

Blank Template p. 15 for future use

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Stage 4 Reality Check

Stage 4: Reality Check

Would and could a student know how to do this activity, and do it, without the academic being there?

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Stage 5 Review and Adjust

1. Review and adjust E-tivities Based on feedback given

2. Review Rethink and adjust your blueprint and storyboard

Stage 5: Review and Adjust

Are you in a different and better place with your unit than when you started?

Is your vision linking with assessment and learning activities?

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Stage 6 Action Plan

1. Critical events in life between now and “go live” e.g. go live date, holidays, grant app due

2. Action plan for this unit redesign • What are all actions between now and live• Do a MoSCoW analysis (must, should, could would)• Decide who responsible, who helps, risks, completion date (see sample p.19)• Do on large poster

3. Timeline

Stage 6: Action Plan

4. 3 minute presentation and admiration

Gillysalmon.com/carpe-diem

Carpe Diem at UWA

Carpe Diem at UWA

G.Salmon Digital Emanations & Illuminations

33

“Never doubt the power of a small group of people to change the world. Nothing else ever has”.Margaret Mead

Thanks for Listening

“Every society honours its live conformists and its dead troublemakers.“Mignon McLaughlin

No budgets or humans were harmed in the making of this presentation

Gillysalmon.com/carpe-diem

2/9/2015