An introduction to a course design process - Carpe Diem - at the Nelson Mandela Metropolitan University based on the work of Gilly Salmon and Ale Armellini

1. Rita Kizito NMMU 2016
Rita.Kizito@nmmu.ac.za
Carpe Diem
“Seize the day”

2. The presentation
• What is the Carpe Diem learning design process all about?
• Carpe Diem at NMMU
• Pedagogical strengths
• Pedagogical principles (5-stage model)
• The six steps
• Gilly Salmon’s books
• CTLM assistance

3. • Collaborative , team based process for designing
learning environments and experiences for the
digital age
• Shifting and acceleration of university adoption of
technology-enhanced learning including blended
learning
• A result of more than 15 years of research
What is the Carpe Diem process all about ?
http://www.gillysalmon.com/
University of Western
Australia
Pro Vice-Chancellor
(Education Innovation)
Professor Gilly Salmon

4. • Focus on learning outcomes (designing with
the end in mind)
• Aligning assessment with learning activities
& outcomes (constructive alignment)
• Pragmatic and practical – sense of urgency
• Cannot do it on your own – it is a team
effort, completed together with a team – as
fast as possible
• 2 days ( module) – one week ( programme)
• …” learning with and for others”…
What is the Carpe Diem process all about ?

5. Carpe Diem workshop at NMMU 1-4 February, 2016
Facilitator - Professor Armellini , Northampton
University

6. Carpe Diem workshop at NMMU 1-4 February, 2016
Facilitator - Professor Armellini , Northampton
University

7. Some of the storyboards developed

8. What some participants said…
The course material allowed me to
develop a sense, but also the practical
ability, to design a blended learning
course using the Carpe Diem approach.
I have found the
experience very
rewarding and an
opportunity for self-
reflection. I learnt
from both
facilitating and
reflecting on my
actions and from
observing others.

9. • Can be used for both beginning and experienced learning activity
designers
• Helps knowledge owners (academics) shift from a focus on content to a
focus on learning outcomes
• Helps with alignment of teaching & learning activities with assessment
• Collaborative and social process (humanising)
• Requires real commitment from participants
• Sense of achievement and accomplishment as there is a finished product
(time is spent on designing something that could be put to immediate
use)
Pedagogical Strengths

10. • Scaffolding , for knowledge building, learning, assessment and feedback
[5 –stage model ]
Pedagogical Principles
Access &
development
socialization
Information
exchange
Knowledge
construction
Development
… not just
dumping of
content online
… learning with
and for others..

11. • Scaffolding , for knowledge building, learning, assessment and feedback
[5 –stage model ]
• E-tivities that promote active learning
Pedagogical Principles

12. E-tivity template

13. • Scaffolding , for knowledge building, learning, assessment and feedback
[5 –stage model ]
• E-tivities that promote active learning
• Designing with the end in mind ( focus on learning outcomes)
• Design once, deliver many times ( for blended learning, mobile learning, social
media)
• Sustainable & scalable
Pedagogical Principles

14. The six-step process
STEP 1 Develop a Blueprint (think through)
mission statement, underlying philosophy,
learning outcomes, look & feel of the
course
STEP 2 Create a storyboard – think about the
assessment & feedback, the topics,
teaching & learning activities
( structure and sequence)
STEP 3 Build your prototype (preferably online) -
construct e-tivities with sparks
STEP 4 Check reality. Let some one try out your
designs ( colleagues , peers ) as ‘reality
checkers’ to give you productive feedback
STEP 5 Preview the work so far and make
adjustments, refine timings, flag
deficiencies and identify the additional
work needed and allocate roles &
responsibilities
STEP 6 Plan the next steps

15. Gilly Salmon – useful books

16. Carpe Diem delivers a blueprint and a storyboard
for the course being designed or redesigned, a set
of tested e-tivities (Salmon, 2002) and an action
plan for the course team to develop the course
further. Carpe Diem’s transformative nature has
enabled staff and students to capitalise on the
affordances of many learning technologies and
existing learning resources, which participants
integrate into the design and delivery of
curricula." (Armellini and Nie, 2013)

17. The CTLM team is ready to
help you
“Seize the day”
Thank – you !!