This document describes the Carpe Diem approach to curriculum design and renewal. Carpe Diem involves intensive 1-2 day workshops with multidisciplinary teams to redesign learning outcomes and assessments. Over 400 Carpe Diem workshops have been completed across disciplines. Key aspects include focusing on the future student experience, collaborative teamwork, and producing an action plan. Carpe Diem has been used successfully at the University of Liverpool and other institutions to renew programs and individual modules in an outcomes-driven manner. Evaluations found it promotes engagement, understanding, and innovation among both students and staff.

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

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For modules
Programmes:
4 steps
Modules
6 steps

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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. • 1 day workshop
• Multidisciplinary teams – highly collaborative
• Futures student focussed
• Take away action plan
• Follow up + research on student outcomes
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Carpe Diem for programmes
• imaging & visioning
techniques
• threshold concepts
An intense team-
based, outcomes-
driven approach to
image a graduate
centred future

5. Programme concepts…
• Scaffolding
• Threshold knowledge
• Equivalence
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Digital @ ULMS

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Programmes:
4 steps

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Programmes:
4 steps

9. Threshold knowledge
: the ‘right of passage’
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core concepts that
once understood,
transform perception
of a subject
Scaffolding knowledge:

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
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Rite of passage…release the jewel! Scaffolding knowledge:

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Digital @ ULMS

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Developing your
Programme Story
Board V3
‘Star Gates’
(threshold
concepts)

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18. Review:
Creating Footprints: What’s really important?
(messages for the module Carpe Diem).
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Capture the Message to the future (s)

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“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

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Carpe Diem for
modules

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
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Scaffolding Learning:

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.
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Scaffolding Learning:

26. • 1 practical workshop
• Peer review
• Take away action plan
• Follow up + research on student outcomes
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Carpe Diem for modules
Dialogue leading to
shared visual ‘posters’
An intense team-
based, outcomes-
driven approach to
create a design brief
and prototype

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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. 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
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32. The whole story . . .
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38. Action Plan
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Must
Should
Could
Would

39. Action Plan
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Must
Should
Could
Would

40. Does it work?

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. 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:
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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.”
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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
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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
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gillysalmon.com/carpe-diem
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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/
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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. 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. 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:
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50. refs
• http://realitysandwich.com/230079/teasing-away-threads-non-
insights-gnosis-cyborg/
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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
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