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Hello everyone,
I’ll be here for discussion for the next few days- and a ‘live’ session on Friday.
If you’d like to know more about me, please take a visit to my page gillysalmon.com and take a look around.
To summarise …if you’ve no time…I’ve worked in Europe and Australia on innovation in learning, mostly in Higher Education, the use of new technologies, the role of the online teacher and more. I’m currently a professor and Pro Vice Chancellor (education innovation) at the University of Western Australia in Perth.For more about my work and the topic of this forum, please look at the videos we have posted for you. These are about the learning design methodology ‘Carpe Diem’ and the research and pedagogical frameworks which they deploy (the 5 stage model & e-tivities).
So first, please briefly say who you are…and then say something about what youve found out about ‘carpe diem that you MIGHT be able to use in your own work and why.
Speak soon… Gilly
Hi Gilly
Nice seeing you again!
My name is Gerrit Wissing, an instructional designer from Tshwane University of Technology in Pretoria, South Africa. What excites me about seizing the day is the learning by doing approach, and ending the two-day workshop with at least a partially completed course, rather than just a wad of lecture notes.
In your workbook you ask “What can be taught but not assessed?” Is there anything that you can ‘teach’ that can’t be assessed? Perhaps an example..? (If you’re planning to touch on it over the next few days, I’ll wait for your answer)
G
Hi Gilly and fellow participants, I teach at the Department of Architectural Technology and Interior Design at the Cape Peninsula University of Technology (CPUT). I am passionate about learning and design! My focus is learning design for design learning, that is project-based, problem-based and studio-based.
We worked with Grainne Conole’s 7Cs method for learning design and what I teach in studio is based on the work of Lawson an others. My first exposure to the 5 stage model was through the Online Facilitation programme offered through the Ford Foundation and facilitated by Tony and Gerrit, so I am very interested to learn more about the Carpe Diem methodology in these next few days.
Hi Gerritt and everyone
About cArpe diem…yes for many people there’s a truly ‘aha’ moment in carpe diem that is life changing. Ok not life changing, but does change their practice and thinking.
About what can be taught but not assessed, some people will say ‘ everything’ and some ‘ nothing’ . Ok that’s not helpful is it. One way of thinking about assessment is in terms of feedback rather than ‘ marks’ then it can be everything.
Gilly Hi Jolanda,
The 5 stage model was originally developed almost 20 years ago in the very early days of working online as a grounded model…ie what people seemed to do given the opportunity, so is a bit different , easy to work with and quite intuitive for learners and tutors. I originally used it to enable tutors to understand more about what happened to groups in asynchronous Online environments but since then people have used it as a framework…as a scaffold. I’m happy about this since it puts a structure without constraints and provides a good way of doing story boards in cArpe diem learning design. You can see a brief example in the videos.
Gilly
Hi Gilly, G & Jolanda,
Happy to meet all of you. I’m Thula (Nokuthula Vilakati), a trainee in Instructional design and development with the Institute for Distance Education in the University of Swaziland (dual mode). We hope to benefit from ‘Carpe Diem’ as we re-design a course for blended learning delivery on Elements of Teacher Education-PED321. We hope to be able to use from ‘Carpe Diem’ the e-tivity design examples e.g. on reflective practice e-tivities. Our pedagogical challenge that informs our course re-design is how to support teacher-learners (students) to link theory with their practice of teaching (towards a more activity-based and problem-based learning approach).Hi All:)
I am Nicola Pallitt and I work as a lecturer at CILT (at UCT in Cape Town) helping lecturers incorporate ePortfolios in courses. My details: http://www.cilt.uct.ac.za/cilt/about/nicola-pallitt
Thula, I think we are on the same page RE our interest in reflective practice e-tivities. I have recently used the concept e-tivities with a lecturer in e-Marketing where students completed e-tivities as part of their ePortfolio. Course e-tivities: http://eportfoliouct.wordpress.com/ Student example: http://tammyelliot.wordpress.com/
For a long time I have been wondering about the origins of ‘e-tivities’ and who coined it? Gilly, Tony tells me it is you. Can you please share some details about where the concept ’emerged’ from for you and what it affords/involves/is made up of. Are there some underlying assumptions about what e-tivities do that ‘online activities’ don’t? Or is it just a cool word like ‘e-flection’ for online reflection? Is there something about doing these things online that make them different?
I also recently read this http://www.educause.edu/ero/article/e-portfolios-go-big-or-go-home which talks about low threshold assignments. Are e-tivities the same thing?
I am looking forward to gaining more insight about online learning design and the Carpe Diem process in this forum. Also, how does the 5 stages model compare to the 7Cs?
Through conversations with colleagues, I have realised I need to approach the ePortfolio integration in courses and as an individual exercise (such as for early career academics) with some kind of online learning design approach and I’m looking for something that can guide how I facilitate this process with lecturers.
Hi Thula:) This Video may be of interest to you: https://www.youtube.com/watch?v=JUxM2OOPMMw It’s also teacher education and reflective practice focused.
Gilly,
in your paper “Transforming Future Teaching through ‘Carpe Diem’Learning Design” you suggest that “Academics need to be involved in a whole range of design processes, from MOOCs to mobility, and blended to industry-based learning.” (2014:59) Are you proposing that different design processes be followed or that different designs will result for each of these learning situations/ contexts?
Hi
My name is Rita Kizito, Teaching & learning specialist at the University of the Western Cape and I am interested
in understanding how you manage to get academics ‘started’ and how to maintain their involvement in adopting this methodology.
A few years ago, a group at the University of South Africa try to adopt the Carpe Diem methodology. There were different levels of success. I am interested in understanding how to facilitate the process effectively in contexts where we might not have the two days (or more ) that you advocate.
Hi everyone, my name is Jerome Dooga. I teach grammar, discourse and pragmatics (and a few other courses too) in the Department of English at the University of Jos. I like the idea of the Carpe Diem because many features sound familiar, such as: storybording and the reality check. I tried both before and they proved very helpful. I especially like the metaphors that have been used in each video to explain a component of the 5-stage process. But I have the following worries (read concerns) and questions for Prof Salmon:
1. I do not have the luxury of a design team to work “collaboratively” on a course as you have emphasized repeatedly in the video presentations. Reason, the idea of teaching with technology is only now being introduced at my University. So, I am both the practitioner-expert (in the land of the blind, the one-eyed man is king) and trainer of would-be users of technology for teaching. Question: is it possible to adapt this model to work reasonably in my context?
2. What I (and a few others at my university) experimenting with is a blend of the f2f and online mode. In your presentation, the 5-stage approach sounds very time-consuming and laborious, much like your mountain climb metaphor. How long would it reasonably take for someone working ALONE to achieve these 5 stages for a semester long course?
3. What aspects of this design could be applied in a f2f course? (I can preempt your response along the lines of converting the e-tivities to activities perhaps. But I can’t think of more).
Just to mention: I am currently experimenting with the use of tablets with my level 400 students of pragmatics, but I am not using a particular methodology, unfortunately (at least not one that I can assign a fancy label). I observed that quite a number of the students have tablets of various kinds. Meanwhile, they have no access to reading resources on the subject. So, I curated a number of current journal articles, as well as pdfs of some of the textbooks which publishers have generously made available online as well as a few OER materials available, and I have loaded these on their tablets. Then, I drew an outline for the course, which included not only the learning objectives and outcomes, but also of which topics we would treat, which texts we would read as well as specific chapters and pages. I also went ahead to ask them to form reading groups in order to reflect on the resources both before and after each topic is considered,and to address some of the group tasks assigned. All of this is part of my experimentation with technology for teaching. If anyone has suggestions, I am all for it.
Once more, welcome everyone. Thanks Jolanda for alluding to Gilly Salmon’s paper Transforming Future Teaching through ‘Carpe Diem’Learning Design. I have also downloaded and read it. The eLearning Fellowship programme at the University of Jos has followed a similar pattern. It is hands-on and theory-into-practice and is designed to help participating academics build at least a course which they teach in their discipline. It’s proved to be by fart the most successful staff development initiative on technology supported learning and teaching at our institution. Even so, we have found that majority of those trained soon drop off from practice due to lack of institutional support and frustrations regarding technological tools and an enabling environment. Those of us who persist do so at our personal cost, although ironically, the University basks in the glory of any small successes we achieve and does not fail to trumpet such as evidence of institutional progress.
Hi Jerome, it’s good to see you here! Thanks for sharing your experience at the University of Jos.
Do you think one might view learning design as a creative problem-solving process? And if so, we shouldn’t neglect the problem-finding process. In other words we should make sure to properly define the learning “problem” that we wish to solve, to avoid designing a good solution to a different problem.
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