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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E-learning course design and embedding
• 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!
• 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
informal: blackboard site formal: ACPRs
reflection reporting planning
e.g. new staff member; different module / course; new approaches or ideas
Where does Carpe Diem fit in?
• 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.
• 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)
• 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
Cheri Logan - 8454
Linda Shore - 8310
Stephen Wheeler - 8477
Simon Allan - 8126