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Carpe Diem Comes of Age: Learning Design for Programmes

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Presentation for the OEB Conference held in Berlin, December 2017

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Carpe Diem Comes of Age: Learning Design for Programmes

  1. 1. CARPE DIEM COMES OF AGE! Professor Gilly Salmon Learning Design for Programmes Friday 12.00 to 13.15
  2. 2. Plan for this session 1. What’s new- Carpe Diem for programmes – the research and development 2. Try it!: • Talking about ‘Threshhold Knowledge’ on your storyboard. • Try and ‘rich picture’ for the future Dec. 2017 OEB 17 G. Salmon 2
  3. 3. Dec. 2017 OEB 17 G. Salmon 3 www.gillysalmon.com/carpe-diem
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  5. 5. Threshold knowledge : the ‘right of passage’ Dec. 2017 OEB 17 G. Salmon 5 core concepts that once understood, transform perception of a subject Scaffolding knowledge:
  6. 6. • Threshold concepts are fundamental understandings that sit at the heart of a body of knowledge. Students need to 'get' them in order for core disciplinary knowledge to make sense. • They are like a portal, opening up a new and previously inaccessible way of thinking. • They can be challenging, troubling and finally transformative. • They matter for planning learning to avoid students getting stuck Dec. 2017 OEB 17 G. Salmon 6 Rite of passage…release the jewel! Scaffolding knowledge:
  7. 7. Bounded IntegrativeIrreversibleTroublesome …counterintuitive to what the learner already knows…challenges preconceived notions. …often irreversible once learned. That is, they are difficult to unlearn. …bring together aspects of the topic that were previously seen to be unrelated. …specialist terminology that acquires a meaning in one subject that would clash with the meaning used everyday. Transformation …a transformed way of thinking, understanding or interpreting without which the learner cannot progress. Discursive …will incorporate an enhanced and extended view of the concept. Re-constitutive Liminality …entails a shift in learner subjectivity. …difficulty in grasping results in the learner in a state of partial understanding …mimicry or lack of authenticity may. Characteristics of Threshold Concepts Dec. 2017 OEB 17 G. Salmon 7 Scaffolding knowledge:
  8. 8. Examples of threshold concepts • Anthropology- every moment defined by context • Electrical engineering -theory of conductivity: • Teacher educator – instruction vs construction • Economics - opportunity costs • Physics and Engineering - gravity • English literature - deconstruction of text analysis • Law- principles of justice and of ethical practice in lawyers' roles or perhaps the differences between ‘common law’ and ‘civil law’ • Health: safety & effectiveness through integration of professionals in patient care • Tourism: the social, economic, political and biophysical dimensions of sustainability • Statistics: expected & probability value • Organisational Behaviour: systems analysis • Computer Science: computational logic; data structures & types Dec. 2017 OEB 17 G. Salmon 8 Scaffolding knowledge:
  9. 9. Activity 1: Dec. 2017 OEB 17 G. Salmon 9 Discuss with your neighbours • Can you think of a ‘threshold concept or moment that resulting in your pursuing your current profession or disciplines? • Clues: • How could it have been built (better) into your programme of study
  10. 10. List your threshold concepts Dec. 2017 OEB 17 G. Salmon 10
  11. 11. Dec. 2017 OEB 17 G. Salmon 11 Developing your Programme Story Board V1 Time
  12. 12. Dec. 2017 OEB 17 G. Salmon 12 Developing your Programme Story Board V2 Add your modules
  13. 13. Dec. 2017 OEB 17 G. Salmon 13 Developing your Programme Story Board V3 ‘Star Gates’ (threshold concepts)
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  22. 22. Exercise 2. Your future programme graduate in their environment : Diagramming ‘richly’ • Pod exercise designed to • Enable futures thinking • Focus on students outcome • Support your strategic thinking • Enable the pod to share key ideas and issues around the programme • Introduce a strong concept of ‘start with the end in mind’ • Provide a big ‘poster’ that will support ‘backward thinking’ to the next exercises Dec. 2017 OEB 17 G. Salmon 22
  23. 23. Rich diagrams • are a compilation of drawings, pictures, symbols and text that represent a particular situation or issue from the viewpoint(s) of the person or people who drew them. • show relationships, connections, influences, cause and effect. subjective elements such as characteristics as well as points of view, prejudices, spirit and human nature. • can both record and evoke insight into a situation. • are pictorial 'summaries' of the physical, conceptual and emotional aspects of the situation at a given time. Dec. 2017 OEB 17 G. Salmon 23
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  25. 25. http://bizdiag.blogspot.com.au/2011/08/rich-pictures-guidelines-for-business.html Dec. 2017 OEB 17 G. Salmon 25
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  31. 31. Dec. 2017 OEB 17 G. Salmon 31 ‘Your future’ graduate…
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  33. 33. Activity 2 …on your table. • Start with a vision of a programme graduate in his/her work environment 5 years after graduation • Choose one of these: 1. Dentist 2. Architect 3. Journalist 4. Entrepreneur 5. Computer scientist • Draw all the components in that might he/she achieved during study of your programme that are now in use at work Dec. 2017 OEB 17 G. Salmon 33
  34. 34. Creating your rich diagram: your Future Programme Graduate • Visual Representations: Choose symbols, scenes or images that best represent the situation for you. • Connections: what connections do you see between your pictorial symbols; note what’s missing. • Words: be concise... • Boundaries: explore…draw.. Dec. 2017 OEB 17 G. Salmon 34 Elements: • Factual & subjective information. • People & roles • Significant values, beliefs and norms • Structures; parts of the situation that change relatively slowly over time e.g. the people, the set-ups, the hierarchies. • Process within the situation - these are ongoing activities. • Consider how the structure and the processes may be changing for the future • Include ‘climate’ and ‘environmental’ features (impact on your graduate) .
  35. 35. Check list Programmes should be designed to: • Be organized around threshold concepts that are tailored to student activities. • Have effective scaffolding and pacing • Offer structure, outcomes, and sequence of their learning activities leading to frequent feedback opportunities • Assess less, feedback more & higher quality • Make good choice of ‘blend’ Dec. 2017 OEB 17 G. Salmon 35
  36. 36. CARPE DIEM LEARNING DESIGN FOR PROGRAMMES: START WITH THE END IN MIND.
  37. 37. “Never doubt the power of a small group of people to change the world. Nothing else ever has”. Margaret Mead Thanks for Taking Part “Every society honours its live conformists and its dead troublemakers“. Mignon McLaughlin 37Dec. 2017 OEB 17 G. Salmon “If you don't like change, you're going to like irrelevance even less”. Eric Shinseki No budgets or human or harmed in the making of the presentation
  38. 38. References and follow up – with thanks Threshold concepts • www.ee.ucl.ac.uk/~mflanaga/thresholds.html • Valuable recent article :Timmermans & Meyer, A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice. International Journal for Academic Development. Published online: 17 Oct 2017 • Currie, G. (2017). Conscious connections: Phenomenology and decoding the disciplines. New Directions for Teaching and Learning, 150, 37–48 Rich pictures & soft systems • http://bizdiag.blogspot.com.au/2011/08/rich-pictures-guidelines-for-business.html • http://inscriptdesign.com/rich-pictures/ Dec. 2017 OEB 17 G. Salmon 38

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