The document summarizes the results of a learning design methodology called Carpe Diem that was used to redesign courses at the University of Western Australia. The methodology involved collaborative workshops to redesign courses using technology and active learning strategies. Surveys of students found that the redesigned courses led to high levels of student satisfaction, engagement, and participation across multiple disciplines. The methodology was found to effectively support teaching staff and promote innovation in course design.

1. Seizing the Learning World
Scaling Learning Design for Transformation
Professor Gilly Salmon Pro Vice-Chancellor (Education Innovation)
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2. agenda
• Gain insight into the purpose and process of the methodology
• Appreciate the ‘crowd-sourced’ and action research nature of Carpe
Diem as a learning design process
• Gain insight into the purpose and process of the methodology
• View successful impact on staff and change agendas
• View successful results and impact on students of appropriate future-
proofed re/design
• Gain insight into the process of the methodology
• Try out a storyboard for yourselves
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3. DESIGN
DELIVERY
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Today!

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• 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
• Promote ‘scholarship’ of learning &
teaching
• Promotes ROI from university learning
technologies
Staff
• Changes students’ learning
• Promotes ‘satisfaction’
• Enables ‘engagement’
• Supports students’ ‘understanding’ of
university study
• Promotes & enables innovation
• Sustains innovation over time
• Future-proofs students’ learning
experiences
• Promotes action research- students: staff
• Promotes future-orientated graduate
attributes
Students
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IMPACT – CARPE DIEM LEARNING DESIGN

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Outcomes for staff
At University of Western Australia
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7. 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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8. Storyboards
Formative & summative assessments
Opportunity to achieve
tangible goals in a
supportive and encouraging
atmosphere
100% agreed
The workshop effectively
supported my development of
digital learning
Peer & cross
disciplinary feedback
Carpe Diem – staff 2
Seizing the
Day:
Carpe Diem
Learning
Design
November
2014 -May
2016
at the
University of
Western
Australia
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I arrived at the workshop with only a broad overview
of the potential to develop online teaching resources
and left with my eyes fully opened to the
possibilities, and a structured plan on how …to
implement these immediate ideas into our
upcoming module .

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Outcomes for students
at the University of Western Australia
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10. The Study – Semester 1 2016:
• 11 newly designed modules in 6 faculties.
• Module coordinators attended Carpe Diem in 2015.
• Over 1500 students.
• Triangulated qualitative and quantitive approach
• ~40% response rate to online student surveys.
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Does Carpe Diem learning design - make a difference to
student learning?
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11. Research Approach:
• Carpe Diem collaborative redesigns, then…
• Participatory action research
(module coordinators + research associate).
• Investigated impact on student satisfaction or learning.
Methods:
• Interviews
• Student surveys and focus groups
• Discussion of results with coordinators
Carpe Diem Study (Sunspot)
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12. Case Study 1: Marketing Research
Module: Undergraduate, 2nd year, n= 320
Aim:
Create a strong pedagogical and engagement pathway.
Measure of success:
Access to resources, participation and engagement, knowledge construction,
assessment & feedback.
Innovation:
Designed a digital ‘visual organiser’.
Response from students:
Very high levels of student satisfaction with clarity in module expectations
presented through visual organisers.
Student A: “I find the weekly visual organiser very helpful, it makes things a lot
more clear to me in relation to what's happening in the upcoming week. I like the
weekly quizzes a lot: they encourage me to learn the content from the week. I
prefer this type of assessment over others.”
Action planned: Post-survey interview still to occur.
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13. 0
20
40
60
80
100
Access to Resources and
Information
Participation Engagement Knowledge Construction Assessment Feedback
% of student
responses
Aspects of student learning experience
Level of student satisfaction in response to the innovation
Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)
Case Study 1: Marketing Research
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14. Aim:
Promote collaboration and enhance interaction towards a learning community.
Measure of success:
Increase students interaction with each other.
Innovation:
Flipped approach – Facebook plus presentation in class.
Response from module coordinator and students:
Module coordinator: “So we tried to tweak the entire mechanism. There are actually ways on Facebook
where you can make groups, hide posts from anybody who’s not the member of the group. So this is really
working, and employing Facebook to help build community was another aspect of this. So now they spend two
hours a week sitting in tutorial and talking to their friends. And, it is working. This aspect is really
working. There are no absences in the tutorials”.
Student C: “The weekly Facebook posts were very helpful for the final assessment as I used the summaries to
help with my revising and to help link certain projects together to use as examples for the final essay”.
Student D: “Images and text are helpful to understand the unit course well. The comments from the tutor are
impressive as well”.
Case Study 2: Architecture and Art
Module: Undergraduate, 2nd year, n= 108
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15. 0
20
40
60
80
100
Access to Resources and
Information
Socialisation Motivation Engagement Information Sharing Knowledge Construction
% of student
responses
Aspects of student learning experience
Level of student satisfaction in response to the innovation
Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)
Case Study 2: Architecture and Art
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16. Aim:
Build continuity between Semester 1 and Semester 2 modules; encourage reflection.
Module coordinator: “Within the CD workshop I had three ideas of what I wanted to do – three activities. One
was to bring a quiz, ..I wanted to do some form of reflection so the quizzes would be individual, reflection”.
Measure of success:
Participation, engaging with reading, continuity within module.
Innovation:
Flipped classes, integrating quizzes in students learning activities, online reflection activities, using
photos as forms of reflection.
Response from students:
Very high levels of student satisfaction evident in survey response.
Student C: “The activities presented were interactive and useful for future teaching purposes…All
lessons and activities were highly engaging and well scaffolded. All lessons were highly interactive. I
found this unit fun from start to finish, and looked forward to every workshop session. Definitely my
favourite unit this semester. The assessments, while intense, were extremely useful to my learning.
Best unit ever”.
Case Study 3: Mathematics and Education
Module: Postgraduate, n= 28
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17. 0
20
40
60
80
100
Access to Resources and
Information
Motivation Engagement Knowledge Construction Assessment Feedback
% of student
responses
Aspects of student learning experience
Level of student satisfaction in response to the innovation
Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)
Case Study 3: Mathematics and Education
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18. Aim:
Previous SURF (Students’ Unit Reflective Feedback) results indicated dissatisfaction that the
module coordinator was keen to address.
Context:
“……whilst the level of satisfaction expressed by the students in response to the intervention is
not high, the module coordinator considered it was an improvement on the response received at
the end of the previous semester (in SURF) and felt encouraged”.
Measure of success:
Improved levels of satisfaction in the student learning experience.
Innovation:
Use of quizzes for engagement.
Response from students:
Student G:“Multiple choice questions are good for understanding the content but to test their
understanding of the content, it’s important that students get exposed to exams level questions”.
Action planned: In the remaining few weeks of the semester, the Module Coordinator intended
to address the misconceptions evident in the survey responses.
Case Study 4: Engineering
Module: Undergraduate, 3rd year, n=136
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19. 0
20
40
60
80
100
Access to Resources and
Information
Motivation Engagement Knowledge Construction Assessment Feedback
% of student
responses
Aspects of student learning experience
Level of student satisfaction in response to the innovation
Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)
Case Study 4: Engineering
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20. Aim:
To achieve high levels of engagement, participation and critical thinking skills
through an integrated module design.
Measure of success:
High levels of engagement and participation.
Innovation:
SPARK (Self and Peer Assessment Resource Kit) provides the framework for the
online group activities.
Response from students:
Positive response from students.
Student A: “I've heard horror stories about this unit from friends who've graduated
with a communication major in the last few years. I understand there have been
changes made to the unit, and given I found it was quite easy to manage and
engage with, I assume the changes have been very positive in improving the unit”.
Case Study 5: Communications
Module: Undergraduate, 3rd year, n=137
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21. 0
20
40
60
80
100
Motivation Participation Information Sharing Knowledge Construction Assessment
% of student
responses
Aspects of student learning experience
Level of student satisfaction in response to the innovation
Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)
Case Study 5: Communications
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22. Aim:
Investigate different types of pre-laboratory activities and how the activities can prepare
students for a practical session.
Measure of success:
High levels of engagement prior to lab activities.
Innovation:
Introduction of different types of interactive pre-lab videos and pre-lab online quizzes.
Response from students:
Student J: “The pre lab activities were very helpful in preparing for the lab and review
workshops and it was great to have 2 attempts and be able to see where I went wrong
between attempts. Labs have also been more enjoyable/less stressful when I can just
focus on completing the experiment and then can take the lab sheet home to complete”.
Data/Evidence: In process.
Action planned: Publish and present research finding at a national science education
conference in September this year.
Case Study 6: Biochemistry
Module: Undergraduate, 1st year, n=244
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23. Case Study 6: Biochemistry
0
20
40
60
80
100
Access to Resources and
Information
Motivation Knowledge Construction Assessment Feedback
% of student responses
Aspects of student learning experience
Level of student satisfaction in response to the innovation
Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)
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24. The carpe diem methodology
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25. Seizing the Learning World G Salmon 25
gillysalmon.com/carpe-diem
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26. DeliveryCarpe Diem
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28. 28
Learning Design through
Carpe Diem Workshops
16 years of (ongoing)
action research into
achieving learning
design
Outcomes based
learning, teaching and
assessment for our
digital age
• 8-12 intensive hours
• In a team: academic led- co-ordinator, librarian,
learning technologist
• Rethink and/or (re)design one module
• Based on pedagogical challenges
• Refresh assessment and feedback
• Blend new engaging activities – or entirely digital
• Design, create, pilot directly in the VLE
• Support & peer feedback throughout
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29. 29
Vision
The impact of the experience of this
unit on students in the future
Look and feel
What it is like for students
engaging in this unit
Achieving these
Do your assessments enable
students to show they’ve met
the vision?
Does the feedback process
support them?
Stage 1:
Write Blueprint
Rethink the vision and purpose
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• Ecological: integration and
blend
• Scaffolding
- for assessment,
knowledge and learning
• E-tivities- aligning &
learning activity
& feedback
• Designing with the end in mind
• Design once,
deliver many times
Stage 2:
Create Storyboard
Pedagogical principles

31. Stage 3 Build
Prototype
31
1. E-tivities
Designing Prototype of an
online activity
Stage 3: Build prototype
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Key features of e-tivities
 A small piece of information, stimulus or challenge (the ‘spark’)
 Online activity which includes individual participants posting a
contribution
 An interactive or participative element- such as responding to the
postings of others
 Summary, feedback or critique from an e-moderator
All the instructions to take part are available in one online message.
Salmon, G. E-tivities (2013) the key to active online
learning 2nd Edition Routledge: London & New York

33. Stage 4 Reality
Check
33
1. Finalise at least
two E-tivities
2. Review
• Review at least 5 e-tivities by
other staff
• Use paper template
• Provide helpful feedback
3. Build Prototype
Designing a stand-alone
online activity
Stage 4: Reality Check
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34. Stage 5 Review
and Adjust
34
1. Adjust E-tivities
Based on feedback
2. Review
Rethink and adjust your
blueprint and storyboard
Stage 5: Review and Adjust
Are you in a different and better place than when you
started?
Will your vision be delivered through feedback,
assessment and learning activities?
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35. Stage 6 Action
Plan
35
1. Critical events in life
between now and “go live” e.g. go live date,
holidays, grant app due
2. Action plan for this unit redesign
• What are all actions between now and live
• Do a MoSCoW analysis (must, should, could would)
• Decide who responsible, who helps, risks, completion date (see sample p.19)
• Do on large poster
3. Timeline
Stage 6: Action Plan
4. 3 minute presentation and admiration
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36. Try out a storyboard
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37. DeliveryCarpe Diem
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38. Carpe Diem at UWA
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42. Your mission 5 week blended course called
:”Creating the future for learning”
Your task 1
In a group, develop a story board that
includes
• some assessment and feedback
• some location based activity
• and some digital work
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43. Week 1 Week 2 Week 3 Week 4 Week 5
Assessment
& feedback
Week 6
Topic 1 Topic 2 Topic 3 Topic 4
Location
based
E-tivity 1 E-tivity 2 E-tivity 3
Topic 5
location location location
STAGE 1
STAGE 2
STAGE 3
STAGE 4
STAGE 5
E-tivity 4
Assessment
& feedback
Assessment
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E-tivity 5
Future Fast

44. Your mission 5 week blended course called
:”Creating the future for learning”
Your task 2
In a group,
Present, in 60 secs
1. One Key innovation
2. One key insight
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45. Follow up
1. More resources
2. Can you build and run your course?
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46. www.gillysalmon.com.
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48. Carpe Diem: 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., 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
Seizing the Learning World G Salmon 481/12/2016
Salmon, G. (2013). E-tivities: the key
to active online learning (2nd ed.).
London and New York: Routledge. See
especially Chapter 4.

49. “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/carpe-diem
Seizing the Learning World G Salmon 49
“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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