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Gnosis overall presentation

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Carpe Diem for Learning with the Arts!

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Gnosis overall presentation

  1. 1. Gilly Salmon, Professor of Innovation & Transformation, University of Liverpool Management School & Rod Angood, ‘Carpe Diem Artist in Residence’ GNOSIS Gathering 28-29 April 2018 Seizing the Day for ABMs of Learning Design
  2. 2. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 2 For modules Programmes: 4 steps Modules 6 steps
  3. 3. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 3 400 Carpe Diems completed across all disciplines and for special purposes e.g. introduction of Learning Analytics and for innovative research Carpe Diems in place in the Management School at Liverpool for ‘jobs of the future’ curriculum’ Carpe Diem: Development and Impact
  4. 4. • 1 day workshop • Multidisciplinary teams – highly collaborative • Futures student focussed • Take away action plan • Follow up + research on student outcomes 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 4 Carpe Diem for programmes • imaging & visioning techniques • threshold concepts An intense team- based, outcomes- driven approach to image a graduate centred future
  5. 5. Programme concepts… • Scaffolding • Threshold knowledge • Equivalence 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 5
  6. 6. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 6 Digital @ ULMS
  7. 7. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 7 Programmes: 4 steps
  8. 8. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 8 Programmes: 4 steps
  9. 9. Threshold knowledge : the ‘right of passage’ 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 9 core concepts that once understood, transform perception of a subject Scaffolding knowledge:
  10. 10. • 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 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 10 Rite of passage…release the jewel! Scaffolding knowledge:
  11. 11. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 11 Digital @ ULMS
  12. 12. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 12 Developing your Programme Story Board V3 ‘Star Gates’ (threshold concepts)
  13. 13. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 13
  14. 14. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 14
  15. 15. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 15
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  18. 18. Review: Creating Footprints: What’s really important? (messages for the module Carpe Diem). 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 18
  19. 19. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 19 Capture the Message to the future (s)
  20. 20. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 20
  21. 21. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 21 “Carpe Diem gave Stellenbosch University (SU) a powerful methodology for curriculum renewal. The process at the 4 day off-campus workshop was highly effective to join faculty and support staff in 10 teams to focus on the renewal of at least one programme per faculty. We intend using a Carpe Diem based process for a cyclic renewal of all SU’s undergraduate degree programmes and constituent modules.” Vice Rector (Learning & Teaching) for Stellenbosch University, Professor Arnold Schoonwinkel
  22. 22. 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 22 Carpe Diem for modules
  23. 23. Pedagogical principles • Ecological: integration, alignment and blend • Scaffolding (5 stage model of learning) - for assessment, knowledge and learning • E-tivities-learning activity with frequent feedback • Designing with the end in mind – outcomes, assessment, feedback • Design once, deliver many times 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 23
  24. 24. 30.4.18 G. Salmon Designing Achievable Learning Futures 24 Scaffolding Learning:
  25. 25. Equivalence • Equivalent experiences = same learning outcomes. • design learning events that provide experiences with equal value for learners regardless of mode • there should be equivalency for digital, campus and blended learners. 30.4.18 G. Salmon Designing Achievable Learning Futures 25 Scaffolding Learning:
  26. 26. • 1 practical workshop • Peer review • Take away action plan • Follow up + research on student outcomes 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 26 Carpe Diem for modules Dialogue leading to shared visual ‘posters’ An intense team- based, outcomes- driven approach to create a design brief and prototype
  27. 27. G. Salmon Designing Achievable Learning Futures 2730.4.18
  28. 28. G. Salmon Designing Achievable Learning Futures 2830.4.18
  29. 29. Week 1 Week 2 Week 3 Week 4 Week 5 Assessm ent Assessm ent Assessm ent Week 6 Topic 1 Topic 2 Topic 3 Topic 4 Face To Face component E-tivity 1 E-tivity 2 E-tivity 3 E-tivity 4 Topic 5 Face To Face component Face To Face component Face To Face component 5 STAGE MODEL STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5
  30. 30. 5 Stage Model for Scaffolding learning 1 Access/motivate 2 socialization 3 Co-operate 4 Collaborate 5 Synthesise Topic Topic TopicTopic Week 1 Week 2 Week 3 Week 4 Week 5 Assessment & Feedback Assessment & Feedback Assessment & Feedback 1 3 2 4 5 F2F learning activity F2F learning activityF2F learning activity F2F learning activity F2F learning activity F2F learning activity Online/mobile learning activity Online learning activityOnline learning activity Online learning activity Online learning activity Online learning activity G. Salmon Designing Achievable Learning Futures 30 Topic 30.4.18
  31. 31. 30.4.18 G. Salmon Designing Achievable Learning Futures 31
  32. 32. The whole story . . . 30.4.18 G. Salmon Designing Achievable Learning Futures 32
  33. 33. 30.4.18 G. Salmon Designing Achievable Learning Futures 33
  34. 34. G. Salmon Designing Achievable Learning Futures 3430.4.18
  35. 35. G. Salmon Designing Achievable Learning Futures 3530.4.18
  36. 36. G. Salmon Designing Achievable Learning Futures 3630.4.18
  37. 37. G. Salmon Designing Achievable Learning Futures 3730.4.18
  38. 38. Action Plan 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 38 Must Should Could Would
  39. 39. Action Plan 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 39 Must Should Could Would
  40. 40. Does it work?
  41. 41. • Promotes ‘satisfaction’ • Enables ‘engagement’ • Supports students’ ‘understanding’ of study • Promotes & enables innovation • Sustains innovation over time • Future-proofs students’ learning experiences • Promotes action research- students: staff • Promotes future-orientated outcomes & attributes • Collaboration: multi-professional • Keeps accountability with the • knowledge owner • Opens minds & changes mindsets about what’s possible in teaching • Acceptable introduction of change with technology • Fast & effective • Promotes scholarship of learning & teaching • Promotes ROI from university learning technologies
  42. 42. Carpe Diem at The University of Western Australia 79 x 1 or 1.5 day workshops Digital version offered 400 + participants 350 modules (re) designed Programme carpe diems first tested 2014- 2017: G. Salmon Designing Achievable Learning Futures 4230.4.18
  43. 43. We asked participants: best aspects of Carpe Diem “It was exceptionally well designed and modelled the behaviour - it was creative - engaging, relevant, interactive, thought-provoking, encouraged networking, drew on peer learning as well as input from experts.” “It helped me to open up my mind to what is possible.” “Encouragement to think about the module creatively. Developing clear ways to link the goals of the unit to assessment methods.” G. Salmon Designing Achievable Learning Futures 4330.4.18
  44. 44. 85 % of participants agreed effectively supported teaching and activities 89% of participants recommend to colleagues “Remarkable, immersive constructive help from Learning Technologists and Librarians They showed me how to develop my modules “ “friendly learning environment”, “ “reshaping my module,” “important education tools” “developing e-tivities” “very hands-on” “direct outcomes for module development” 79% already implementing changes to their modules Carpe diem outcomes- staff 1 Seizing the Day: Carpe Diem Learning Design Nov 2014 - May 2016 at the University of Western Australia 30.4.18 G. Salmon Designing Achievable Learning Futures 44
  45. 45. G. Salmon Designing Achievable Learning Futures 45 Consolidation of various evaluations… • Collaboration- multi professional • Keeps accountability with the ‘knowledge owner’ • Opens minds and changes mindsets about what’s possible in teaching • Acceptable introduction of change with technology • Fast & effective • Promotes ‘scholarship’ of learning & teaching • Promotes ROI from university learning technologies • Changes students’ learning approaches • Promotes satisfaction • Dramatically enables ‘engagement’ • Supports students’ ‘understanding’ of university study • Promotes & enables innovation • Sustains innovation over time • ‘Future-proofs’ students’ learning experiences • Promotes action research between students & staff • Promotes future-orientated graduate attributes Staff Students 30.4.18
  46. 46. G. Salmon Designing Achievable Learning Futures 46 gillysalmon.com/carpe-diem 30.4.18
  47. 47. Creating the Future through ABMs www.eurodl.org/materials/contrib/2014/Salmon.pdf - journal article on the 4 quadrants framework (open source) “Those who pursue what may at first seem impossible are the ones who keep the world turning.” Built to Last: Successful Habits of Visionary Companies is a book written by Jim Collins and Jerry I. Porras. The first edition of the book was published on October 26, 1994 by HarperBusiness. https://en.wikipedia.org/wiki/Built_to_Last:_Successful_Habits_of_Visionary_Companies. Key point is that your vision needs to be clear and steadfast but your operating models MUST ADAPT to sustain. The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail,, is the most well-known work of the Harvard professor and businessman Clayton Christensen. https://en.wikipedia.org/wiki/The_Innovator%27s_Dilemma. And is a key text on ‘disruption’ by technologies. More recent books have explored the issues including in the Education context. (However very Harvard and US based). Http://www.ottoscharmer.com/publications/executive-summaries - Theory U – leading from the emerging future. http://innovationyou.com/ lots of inspiration from Jeff DeGraff, University of Michigan. https://timklapdor.wordpress.com/2015/04/10/innovation-and-the-novelty-factory - keep us focused on real innovation http://hackeducation.com/2015/02/19/the-history-of-the-future-of-education/ Great pictures and a reminder that prediction is political http://knowledge.wharton.upenn.edu/article/glimpse-future-oscars-innovation-higher-education/ Get on the bridge with flipping https://www.youtube.com/watch?v=U5802FBaMSI John Kotter on creating a sense of urgency www.youtube.com/watch?v=XdlmoLAbbiQ – drones http://www.thenanoage.com/virtual-reality.htm - http://www.ted.com/talks/michael_bodekaer_this_virtual_lab_will_revolutionize_science_class virtual reality http://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/ A bridge to start crossing http://www.wareable.com/oculus-rift/how-oculus-rift-works What courses for the future? https://www.weforum.org/agenda/2016/01/what-are-the-10-biggest-global-challenges/ 30.4.18 G. Salmon Designing Achievable Learning Futures 47 For digital leaders: Salmon, G. (2016), The realm of learning innovation: A map for Emanators. Br J Educ Technol, 47: 829-842. doi:10.1111/bjet.12487 Understanding trends & waves https://www.itonics.de/2018/02/understand- trends-identify-strategic-fields-of-innovation- and-create-something-entirely-new/ https://www.src.sk.ca/node/377 Roots: storyboarding https://www.youtube.com/watch?v=RQsvhq28sOI
  48. 48. Carpe Diem: recent Publications & Papers Armellini, A., & Aiyegbayo, O. (2010). Learning design and assessment with e-tivities. British Journal of Educational Technology, 41(6), 922-935. doi: 10.1111/j.1467-8535.2009.01013.x Armellini, A., & Jones, S. (2008). Carpe Diem: Seizing each day to foster change in e-learning design. Reflecting Education, 4(1), 17-29. http://tinyurl.com/58q2lj Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning, 28(1), 7- 20. doi: 10.1080/02680513.2013.796286 Armellini, A., Salmon, G., & Hawkridge, D. (2009). The Carpe Diem journey: Designing for learning transformation. In T. Mayes, D. Morrison, H. Mellar, P. Bullen, & M. Oliver (Eds.), Transforming higher education through technology-enhanced learning (pp. 135-148). York: The Higher Education Academy. http://bit.ly/1XL7ncN Lokuge Dona, K.L., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. Paper presented at the ascilite conference, Dunedin, New Zealand, 23-26 November 2014. Salmon, G. (2013). E-tivities: the key to active online learning (2nd ed.). London and New York: Routledge. See especially Chapter 4. Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J, Research in Learning Technology, 16(2), 95-109. doi: 10.1080/09687760802315978 Salmon, G., Gregory, J., Lokuge Dona, K., & Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46(3), 542-556. doi: 10.1111/bjet.12256 Salmon, G., & Wright, P. (2014). Transforming teaching through Carpe Diem learning design. Education Sciences, 4, 52-63. doi: 10.3390/educsci4010052 Wright, P. (2015) Comparing e-tivities, e-moderating, and the 5 Stage model to the community of inquriry model for online learning design. The Online Journal of Distance Education and e-Learning, April 2015 Volume 3, Issue 2 G. Salmon Designing Achievable Learning Futures 4830.4.18
  49. 49. Resources www.gillysalmon.com/e-tivities Salmon, G. (2013) E-tivities, the key to teaching and learning online. 2nd Edition. London and New York: Routledge Salmon, G. (2011) E-moderating, the key to teaching and learning online. 3rd Edition. London and New York: Routledge 5 stage model in virtual worlds: 17/06/2016 G. Salmon E-tivities 49
  50. 50. refs • http://realitysandwich.com/230079/teasing-away-threads-non- insights-gnosis-cyborg/ 28/04/2018 Seizing the Day for ABMs of Learning Design G Salmon & R Angood 50
  51. 51. “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 No budgets or humans were harmed in the making of this presentation Gillysalmon.com G. Salmon Designing Achievable Learning Futures 51 “It always seems impossible until it’s done.” Nelson Mandela “If you don't like change, you're going to like irrelevance even less”. General Eric Shinseki 30.4.18

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