The document describes Carpe Diem, a one-day workshop process used at the University of Liverpool Management School to redesign academic modules and programs in a collaborative way. Key outcomes of the Carpe Diem workshops include blueprint visions and storyboard action plans to guide implementation. An example is provided of a workshop held to redesign the MBA program with a focus on blended and online elements. Feedback from participants and module leaders emphasized the value of the workshops in sparking new ideas and approaches to enhance student learning. The university plans to further evaluate redesign outcomes by working with module leaders and students.

1. Dr Tya (Shaghayegh) Asgari, John Brindle, Will Moindrot,
Professor Gilly Salmon
University of Liverpool Management School
Carpe Diem:
A paradigm shift to learning at the University of
Liverpool Management School

2. “to be a globally connected
Management School,
whose transformative
research and teaching
places us at the forefront of
influential knowledge”

3. ULMS achievements so far
...
Introduction of Carpe Diem Design Process
Collaborative Team working
Change of Approach towards digital technologies
Student Engagement

4. About Carpe Diem
Carpe Diem Learning
design workshops offer a
supported environment
for teaching teams to
redesign or rethink a
module or programme in
just one day
https://www.gillysalmon.com

5. Outcomes of a Carpe Diem Workshop
Blueprint:
Vision and Mission
Storyboard Action Plan (&
contacts to make it
happen)

6. MBA Programme
Carpe Diem May
2018

7. MBA Programme
Carpe Diem May
2018

8. Emergent
Outcomes

9. “The team works
Teaching teams coming together
Unified approach between
academics, management,
professional support staff, students,
externals, working together on
design
Start of new relationships

10. Case Study
Thoroughbred Horse-racing
Industries MBA
Block taught
Entirely face-to-face
Professionals as learners

11. The Brief
Blended and online design
Introduce innovation
“MBA in your pocket”

15. Carpe Diem Outcome
Safe blend trialed with two modules
Online elements as enhancement.

17. Student Engagement
▹ Year 1 - Semester 2
▹ Year 2 - Semester 2

18. “"The session more than met my needs – it was
an enjoyable day and I got a lot out of it. It
really made me think about how we can use
online activities to increase the students’
learning outside the classroom, and mapping
out the weekly content was especially helpful
in clarifying where certain activities would be
best placed on the module"
EBUS308 Project Management
"An effective workshop that
leaves you with a sense of
accomplishing something
really creative and useful. It
can add value to the
students' learning
experience"
EBUS616 Executing, Controlling
and Closing Projects
"It is definitely a useful
session that gives me
plenty of opportunity to
reflect and try new ideas on
my practice. Five stars,
highly recommended it!"
ULMS310 Security Analysis and
Valuation

19. We will work with module
leaders and students to
evaluate new
module/programme
design!

20. See Carpe Diem in action
‘Bringing home the benefits: increasing
active learning through Carpe Diem
and a blended approach to module
design’
15:00-15:30 Thornton Room

21. Resources
https://www.gillysalmon.com/
https://www.liverpool.ac.uk/intranet/
management-staff/learning-and-teac
hing/carpe-diem/

22. Published 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
•Gregory, J. & Salmon, G. (2013) Professional development for online university teaching, Distance Education, 34:3, 256-270, doi:
10.1080/01587919.2013.835771
•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 Learning Online (2nd
Edition). Routledge: London & New York
•Salmon, G. (2011) E-moderating: the Key to Teaching and Learning Online (3rd
Edition) Routledge: London & New York
•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., & Wright, P. (2014). Transforming teaching through Carpe Diem learning design. Education Sciences, 4, 52-63. doi:
10.3390/educsci4010052
•Usher, J., MacNeill S. and Creanor L. (2018) Evolutions of Carpe Diem for learning design. Journal of Learning and Teaching, Vol. 46 (1)
•Wright, P. (2015) Comparing e-tivities, e-moderating, and the 5 Stage model to the community of inquiry model for online learning
design. The Online Journal of Distance