Workshop outlining two different adaptations of the Carpe Diem course design methodology. Co-delivered (via Collaborate) with Linda Creanor and Sheila MacNeill from Glasgow Caledonian University, at the SEDA conference "Developing Teaching Excellence: Supporting and Developing the Work of Groups and Teams", November 2017.

1. Evolving Carpe Diem:
a tale of two universities
Julie Usher, Linda Creanor, Sheila MacNeill
@jules_u, @lcreanor, @sheilmcn
SEDA Conference November 2017

2. Maina, Craft and Mor (2015, p.ix)
Educators may still provide access
to information, yet now they also
need to carefully craft the conditions
for learners to enquire, explore,
analyse, synthesise and
collaboratively construct their
knowledge from the variety of
technological resources available to
them…

3. What is
Carpe Diem?
http://www.gillysalmon.com/carpe-diem.html
A structured course design
workshop, originally designed
to facilitate redesign to
“move your course online”
emphasis on “learner-centred,
task-based learning design”
(Armellini and Aiyegbayo, 2010).

4. GCU Context

5. Preparation (approval processes)
Curriculum Design (Carpe Diem)
Develop modules online
(GCULearn)
Review & Finalise (Peer review)
Deliver & Evaluate (ongoing)
1
2
3
4
5

7. Creating the Storyboard
• Module calendar
• Topics covered
• Assessment & feedback
points
• Learning activities
• Resources
• Tools and techniques

8. https://trello.com/

9. Next steps – Action Plan
What needs
done?
Who will do
it?
Help needed
and from
whom?
Risks Completion
date

10. Resources
 GCU Curriculum Design Guide:
http://edshare.gcu.ac.uk/1284/ and
https://spark.adobe.com/page/MW6us
 Developing Fully Online Modules in
GCULearn: http://edshare.gcu.ac.uk/1285
and https://spark.adobe.com/page/BxZ5f/
 GCU Module Peer Review Checklist:
http://edshare.gcu.ac.uk/2852/

11. “The programme is taught through student-
centred activities that support the development of
subject knowledge and understanding,
independent learning and digital fluency.
Our face-to-face teaching is facilitated in a
practical and collaborative manner, clearly linked
to learning activity outside the classroom.
Opportunities are provided for students to develop
autonomy, Changemaker attributes and
employability skills.”
UN Context: Waterside and
‘Active Blended Learning’

12. Carpe Diem at UoN: creating CAIeRO

13. CAIeRO as toolkit
Flexible agenda
• Learning outcomes
• Planning classroom and online activity
• Pick and mix collection of open source tools
Flexible delivery
• CAIeRO for Individuals
• Deep dives
Forward focused / scalable – developing staff as
well as courses
• Reflection points
Italian_Bicycles (2012). Campagnolo Toolkit Super Record Wooden Box Nr 16. Flickr [online]. CC BY-SA 2.0.
Available from: https://www.flickr.com/photos/italian_bicycles-e-bay/7144754887

14. Course design:
better together?
• Cohesive curriculum (process and product)
• Co-operation (team building)
• Collaborative learning
• Confrontation (but not conflict!)
• Co-development (sharing the load)
• Facilitation (capturing, co-ordinating,
corralling…)
But… it costs
• More time
• More resource intensive

15. Exploring consensus
building
“every time I’ve used the look and feel
cards in CAIeROs, that’s exactly what
it’s done. People think that they come
from a perspective but it helps them
look at it from a different – it almost
gives them the licence to think about it
differently.”

16. Activity 1: Exploring consensus
building

17. Activity 2: Supporting collaborative
action planning
What needs
to be done?
Who will do
it?
Help needed
and from
whom?
Risks
Completion
date

18. Questions?

19. Contacts
Julie Usher
@jules_u julie.usher@northampton.ac.uk
Linda Creanor
@lcreanor l.creanor@gcu.ac.uk
Sheila MacNeill
@sheilmcn sheila.macneill@gcu.ac.uk

20. Links and references
About CAIeRO: http://bit.ly/CAIeRO
Course Design at GCU: https://padlet.com/GCUAcademicDevelopment/CurriculumDesign
About Carpe Diem: http://www.gillysalmon.com/carpe-diem.html
Armellini, A. and Aiyegbayo, O. (2010) Learning design and assessment with e-tivities. British Journal of Educational Technology,
41(6), 922–935.
Ho, A.S.P. (2000) A conceptual change approach to staff development: A model for programme design. International Journal for
Academic Development, 5(1), 30-41 (in confrontation in conceptual change for teachers)
Maina, M., Craft, B. and Mor, Y. (eds) (2015) The Art and Science of Learning Design. Rotterdam: Sense Publishers.
Putnam, R. T. and Borko, H. (2000) What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher
Learning? Educational Researcher, 29(1), 4-15. (on distributed cognition in teacher development)