Gilly Salmon Carpe Diem August 2015
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Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
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Gilly Salmon Carpe Diem August 2015
- 1. Carpe Diem Learning Design Professor Gilly Salmon Pro Vice-Chancellor (Education Innovation) Gillysalmon.com/carpe-diem UCT Graduate School of Business Cape Town SOUTH AFRICA 31 Aug – 3 Sept 2015
- 3. Delivery
- 4. • 12 hours over 2 days • In a team • Rethink and redesign • Assessment and feedback • Learning activities blended • Online activity design and create Peer feedback 4 Learning Design through Carpe Diem Workshops 14 years of research into achieving collaborative learning design Outcomes based learning, teaching and assessment for a digital age
- 5. 24 Workshops 172 Units 292 Academics 332 Staff 82-85% of participants agreed effectively supported teaching and activities 76-85% of participants recommend to colleagues “Remarkable, immersive constructive help from Learning Technologists and Librarians They showed me how to develop my unit “ “friendly learning environment”, “excellent support from Centre of Education Futures and Library staff” “reshaping my unit,” “important education tools” “developing e-tivities” “very hands-on” “direct outcomes for unit development” 79% already implementing changes to their units Carpe Diem Seizing the Day: Carpe Diem Learning Design 10th Nov 2014 - 6th Aug 2015 at the University of Western Australia
- 7. The new Carpe Diem Studio at the University of Western Australia Carpe Diem
- 8. Stage 1: Write Blueprint Stage 2: Create Storyboard Stage 5: Review & Adjust Stage 3 Build Prototype Stage 4 Check Reality Stage 6 Action Plan 8/28/2015 G.Salmon 8 The Carpe Diem Methodology
- 9. 9 Vision The impact of the experience of this unit on students (future) Look and feel What it is like for students engaging in this unit Achieving these Do your assessments enable students to show they’ve met the vision? Does the feedback process support them? p.7 p.8 p.9-10 Stage 1: Write Blueprint Rethink the vision and purpose
- 10. 8/28/2015 G.Salmon 10 • Ecological: integration and blend • Scaffolding - for assessment, knowledge and learning • E-tivities- aligning & learning activity & feedback • Designing with the end in mind curriculum alignment – vision > Learning Outcomes > assessment > learning activities • Design once, deliver many times Stage 2: Create Storyboard Pedagogical principles
- 11. Stage 2: Create Storyboard 8/28/2015 G.Salmon 11 5 Stage Model for Scaffolding learning* 1 Access/motivate 2 socialise 3 Cooperate 4 Collaborate 5 Synthesise Topic Topic TopicTopic Week 1 Week 2 Week 3 Week 4 ….. Assessment Assessment Assessment 1 3 2 4 5 F2F learning activity F2F learning activityF2F learning activity F2F learning activity F2F learning activity F2F learning activity Online learning activity Online learning activityOnline learning activity Online learning activity Online learning activity Online learning activity
- 12. Carpe Diem at UWA
- 13. 8/28/2015 G.Salmon 13 Scaffolding: 5 stage model Salmon, G. (2011) E-moderating: the key to teaching and learning online. 3rd Edition Routledge: London & New York
- 14. 8/28/2015 14G.Salmon Access and motivation
- 15. 8/28/2015 15G.Salmon Online socialisation & , team building
- 16. 8/28/2015 16G.Salmon Information sharing Co-operation activities
- 17. 8/28/2015 17G.Salmon Knowledge construction Collaboration activities
- 18. 8/28/2015 G.Salmon 18 Looking back & forward
- 19. Stage 3 Build Prototype 19 1. E-tivities Designing Prototype of a stand- alone online activity 2. Online creating e-tivities 3. Build Prototype Designing a stand-alone online activity Stage 3: Build prototype
- 20. Stage 3 Build Prototype 20 1. E-tivities Designing Prototype of a stand- alone online activity Stage 3: Build prototype Design 2 – 4 e-tivities On paper template Use Storyboard to select Exemplars pp 21 – 25 Blank Template p. 26 for future use Guided Template p. 27
- 21. 8/28/2015 G.Salmon 21 E-tivities invitation Salmon, G. E-tivities (2013) the key to active online learning 2nd Edition Routledge: London & New York
- 22. 8/28/2015 G.Salmon 22 Key features of e-tivities A small piece of information, stimulus or challenge (the ‘spark’) Online activity which includes individual participants posting a contribution An interactive or participative element- such as responding to the postings of others Summary, feedback or critique from an e-moderator All the instructions to take part are available in one online message. Salmon, G. E-tivities (2013) the key to active online learning 2nd Edition Routledge: London & New York
- 23. 8/28/2015 23 G.Salmon Familiar symbols Purpose Clear pacing & sequencing Single Task Per message/forum Spark (to start the dialogue) Where to respond Response to othersE-tivities
- 25. E-tivity 1.1: The Relative Priority of the Knowledge Areas Introduction As you have seen from our coverage of the standards to date, the PMBOK does not put a priority on the different project management knowledge areas (i.e. cost, time, scope, risk, etc.). Despite this, understanding the relative priority within a specific organisational context is likely to enhance project performance. Purpose The purpose of this e-tivity is to identify the top 3 knowledge areas driving project management within your organisation and identify what is driving this relative priority. Task To be done by September 7th. Identify the top 3 knowledge areas driving project management within your organisation and share your refections on what you think is driving this relative priority (e.g. it might be organisational or industry imperatives). Post your contribution to the 2nd column of the Wiki. Respond To be done 1-2 days after the above date. Choose a contribution posted by a peer that you find interesting and respond to it in the 3rd column. To go back to the module contents, please click on the MN6901 crumbs on the Moodle toolbar. 8/28/2015 G.Salmon25 E-tivities Wiki
- 26. Stage 3 Build Prototype 26 1. E-tivities Designing Prototype of a stand- alone online activity 2. Online creating e-tivities 3. Build Prototype Designing a stand-alone online activity Stage 3: Build prototype
- 27. Stage 4 Reality Check 27 1. Finalise at least two E-tivities 2. Review • Review at least 5 e-tivities by other staff • Use paper template • Provide helpful feedback 3. Build Prototype Designing a stand-alone online activity Stage 4: Reality Check Blank Template p. 15 for future use
- 28. Stage 4 Reality Check 28 Stage 4: Reality Check Would and could a student know how to do this activity, and do it, without the academic being there?
- 29. Stage 5 Review and Adjust 29 1. Review and adjust E-tivities Based on feedback given 2. Review Rethink and adjust your blueprint and storyboard Stage 5: Review and Adjust Are you in a different and better place with your unit than when you started? Is your vision linking with assessment and learning activities?
- 30. Stage 6 Action Plan 30 1. Critical events in life between now and “go live” e.g. go live date, holidays, grant app due 2. Action plan for this unit redesign • What are all actions between now and live • Do a MoSCoW analysis (must, should, could would) • Decide who responsible, who helps, risks, completion date (see sample p.19) • Do on large poster 3. Timeline Stage 6: Action Plan 4. 3 minute presentation and admiration
- 32. Carpe Diem at UWA
- 33. “Never doubt the power of a small group of people to change the world. Nothing else ever has”. Margaret Mead Thanks for Listening “Every society honours its live conformists and its dead troublemakers.“ Mignon McLaughlin No budgets or humans were harmed in the making of this presentation Gillysalmon.com/carpe-diem 2/9/2015 G.Salmon Digital Emanations & Illuminations 33