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Hellow everyone. Its Sipho here from the University of Swaziland (Thula’s colleague). As she has alluded to, a few of us are currently pioneering a way to introduce technology assisted teaching to our face to face courses through blended learning. Gilly’s workshop on course design utilising the Carpe Diem’Learning Design has come at the most opportune time for us as we embark on course re-design towards blended learning. Thank you Jarome, Jolanda and Rita for your thought provoking comments.
Hi all
Gilly kicked the seminar off by introducing herself in the “Seizing the day…” topic. She also pointed us to some really handy topical resources, before she invited introductions from participants.
Gerrit from TUT in Pretoria, RSA was first in, asking whether there was anything that could be ‘taught’ but not assessed.
Jolanda (CPUT, Cape Town: RSA) brings with her a learning design for design learning focus, which is project, problem and studio based. She referenced Grainne Conole’s 7Cs method for learning design, the work of Lawson and others and the 5-stage model on which UCT’s Facilitation Online programme is based. Jolanda is curious about whether differing design processes are a cause or a consequence of differing learning situations/contexts.
Thula (Institute for Distance Education, University of Swaziland) hopes to benefit from ‘Carpe Diem’ as they re-design a course for blended learning delivery on Elements of Teacher Education. Their pedagogical challenge is how to support student-teachers in linking teaching theory practice.
Nicola (UCT, Cape Town: RSA) wants to help lecturers incorporate e-Portfolios in courses, and she raised some questions about e-tivities, and how the 5-stage model compares to Conole’s 7Cs.
Rita (UWC, Bellville: RSA) is interested in understanding how to get academics ‘started’ and how to maintain their involvement in adopting this methodology.
Jerome is from the University of Jos in Nigeria. He shares enthusiasm with some aspects of the Carpe Diem approach, but is challenged to find early-adopter, persistent participants for a collaborative design process and by possible time constraints inherent in the 5-stage model. He is curious whether the approach can be adopted for f-2-f facilitation. Jerome shared some of his experiences using tablets in learning interactions and of the e-Learning Fellowship programme at his university.
Sipho (University of Swaziland) is a pioneer in introducing technology assisted teaching to f-2-f through blended learning.
Early days still, but we are looking forward to interesting answers, thoughtful questions fruitful exchanges of ideas.
PS. As an aside: please invite your colleagues who might be interested in the Carpe Diem workflow to join us here. We would like to enrich our conversations here with a variety of perspectives, and the seminar might just be the trigger to set off an interest in adopting the workflow when developing their own courses.
Hi Sipho, nice to have you here. Won’t you tell us a bit about the process you follow when integrating technology into your f-2-f programmes? Do you have a systematic workflow/process that you follow, or do you have a more informal, ad hoc approach? Maybe Thula – and everyone else – can pitch in..?
For Jerome
Your question 1, I don’t know whether the exercise would work as a one man band, either as the knowledge owner or the learning technologist. It’s a team approach and originally started as a team building exercise. The hand book if fully available on the web site, why not have a look and see what you think?
Gilly About. Relative problem solving
A variety of basic creative problem solving techniques are suggested as you go through the carpe diem process.
This was because I was teaching creative management when it was first invented.
You could try others of your own…and I’d especially welcome more ideas
Gilly To Nicola about low threshold assignments,
I hadn’t come across this before but thanks for the link.
No I don’t think Etivities are low threshold assignments as described here.
Though they are engaging of many participants who wouldn’t otherwise engage…so I think the threshold is lower than average !They are instead a well structured way of of getting peer engagement online
Gilly
In response to lots of questions…
The carpe diem learning design process can be used for any kind of course, any combination of blend.
The 5 stage model and Etivities are there to help with the online group work and providing an overall scaffolding approach…the more complex the blend, the more digital, the more important the scaffold is.
All 3 components…5 stage model, Etivities, carpe diem have now been around a while and are constantly updated.
It’s a massive action research process.
Gilly
Hi Nicola, Jolanda, Sipho, G, Jerome, Rita and all
Thanks Nicola for the video link and for sharing your insights on reflective practice through e-Portfolios. I have personally created an e-Portfolio for my professional development activities.
We hope to incorporate e-portfolios into our course design during this workshop.
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