Carpe Diem
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Carpe Diem. E-learning course design and embedding. 1. Key features. • Embedding e-learning activities into course design • Context-oriented, learner-focused • Planning for active and participative engagement

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Carpe Diem

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Carpe diem

Carpe Diem

E-learning course design and embedding

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Carpe diem

Key features

• Embedding e-learning activities into course design

• Context-oriented, learner-focused

• Planning for active and participative engagement

• Utilizing extended academic teams to include input from multiple stakeholders in course design, development and delivery

• Every Carpe Diem is different!

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Carpe diem

Motives for adoption

• A need for context-sensitive academic team approaches was identified as a result of University of Cumbria’s Pathfinder project1

• Carpe Diem developed by University of Leicester as a result of an e-learning Pathfinder pilot project2

• Extended from Salmon’s 5 stage model3, a robust and well-tested model for e-learning

1 http://pathfinder.cumbria.ac.uk/pathfinder.html

2 http://www.le.ac.uk/adelie/

3 http://www.atimod.com/e-tivities/5stage.shtml

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Carpe diem

course level benchmarking for e-learning

evaluation

informal: blackboard site formal: ACPRs

carpe diem

reflection reporting planning

e.g. new staff member; different module / course; new approaches or ideas

Where does Carpe Diem fit in?

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Carpe diem

Carpe Diem – process

• Pre-meeting with the whole course team

• Two-day intensive Carpe Diem workshop

• Half day follow-up meeting

By the end of the process, course teams will have identified key e-learning intentions and will have developed substantial online learning activities to meet these needs.

The emphasis is on understanding the impact and potential of e-learning on pedagogy, not just an online repository.

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Carpe diem

Example participants and roles

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Carpe diem

E-tivities

• Designing online learning activities

• Aims to engage the learner in collaborative and reciprocal construction of knowledge1

• Process within the two-day Carpe Diem workshop to design, develop and test e-tivities

• ‘Reality checker’ to evaluate the effectiveness of e-tivities

1 Mayes, T. & de Freitas, S. (2004) 'JISC e-learning models desk study. Stage 2: review of e-learning theories, frameworks and models' JISC [online] Available from: http://www.elearning.ac.uk/elearningandpedagogy/peddesign/emodels/emodels (accessed 16 September 2008)

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Carpe diem

Embedding e-learning

• Development of action-plan by participants of the Carpe Diem two-day workshop

• Follow-up session provides an opportunity to report, reflect and evaluate progress

• Cyclical cascade – further workshops can be run for other modules and courses, or for new course team members

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Carpe diem

Contact

Evolve

Cheri Logan - 8454

Linda Shore - 8310

Stephen Wheeler - 8477

Simon Allan - 8126

Website:http://pathfinder.cumbria.ac.uk

Email:[email protected]

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