Slides to prompt the Carpe Diem facilitator

1. Workshop slides

2. Outcomes
By the end of the Carpe Diem workshop the participants should be
• able to create:
• a blueprint poster with a mission statement and a ‘look and feel’
statement for the module they are designing
• outcomes that are aligned to the mission statement and ‘look and feel’
of the module being designed
• a storyboard that shows the sequencing of content, teaching activities
and assessments for the module they are designing
• at least two prototype e-tivities for the module they are designing
• willing to adapt
• their module design in response to feedback received from student
reality checkers
• able to engage:
• in a continuing module design process on their own
• able to evaluate:
• the constructive alignment of the newly designed module
• the new module in order to identify what needs to be changed

3. Day 1

4. Important links
• Link to NMMU Learn site (Moodle)
• http://learn.nmmu.ac.za/
• Log on with staff credentials
• Link to Carpe Diem for Engineering
• http://learn.nmmu.ac.za/course/view.php?id=2993
• Enrolment key: seize
• Link to collaborative document & workshop
artifact: http://tinyurl.com/j8au32r

5. Collaborating on a single document
• Carpe Diem Planner
• To access this file:http://tinyurl.com/j8au32r

6. Introduction
Anne Olsen / Ronelle Plaatjes
Alan Roberts

7. Cool Concept cards

8. Blueprint Poster
Linda Mostert
Anne Olsen
Ronelle Plaatjes

9. Feature Cards

10. Feature Cards instructions

11. Mission statement:
This module is for [who] to help them
achieve [what] (25 words)
Look & feel of the module
(6 non-negotiables from feature cards)
Module outcomes:
By the end of the module students
should be able to…
•
•
•
•
•
Module
outcome
Assess-
ment
Teaching
&
Learning
Strategy
Module
outcome
Assess-
ment
Teaching
&
Learning
Strategy

12. Storyboard
Anne Olsen
Linda Mostert
Ronelle Plaatjes

13. 5 Stage Model

14. Example
• 6 weeks in total
• Target audience: staff at your institution
• 4 hours of student work per week
• CPD at Master’s level
2 weeks
online
2 weeks
f2f
2 weeks
online

16. Knowledge and Understanding
• Conceptualise learning design
• Relate and interpret key theories in TEL
• Make informed judgments about
applications of OERs and OEPs
Subject-Specific Skills
• Apply a range of learning design methods
• Critically analyse and evaluate examples of
learning innovation
• Identify and incorporate the use of the OERs
Key Skills
• Demonstrate self-direction in planning, implementing and
evaluating the use of technologies for communication and
learning
• Develop effective strategies for promoting independent
learning, reflection, communication and collaboration
• Demonstrate an ability to problem solve and think creatively
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12
Intro TEL & Learning
Innovation
Learning Design Activity Design
Assessment &
Feedback
OER & MOOC Revision
A 1,500 case study
of a learning
innovation (8th Apr)
An example of learning design (9th May),
including:
a. A storyboard and the blueprint of a
module/course (500 words)
b. The design of a 3-hour learning
session (1,500 words)
c. A sample of assessment (1,500
words)
1.1 & 1.2
Online
learning
10 Feb
(1h)
Overview of
learning
technologies and
learning theories
Self-study materials (To be completed before F2F seminars)
Face-to-Face Seminars & Tutorials
17 Feb
(1h)
24 Feb
(1h)
2 Mar
(1h)
9 Mar
(1h)
16 Mar
(2h)
23 Mar
(2h)
13 Apr
(1h)
20 Apr
(1h)
27 Apr
(1h)
4 May
(2h)
3 Feb
(1h)
2.1
Analyse
examples
of TEL
2.2 Develop
case study
of learning
innovation
E-tivities (To be completed before or after F2F seminars)
Overview of
learning design
approaches
3.1 Develop Learning
Outcomes statements
3.2 Develop Storyboard
3.3 Develop a 3-hour
learning session
Timeline & Topics
Overview of the
frameworks for
designing
online/blended
learning activities
4.1 Develop E-tivities
Overview of current
development in
assessment &
feedback
5.1 Good
assessment
practice
5.3 Develop a sample
assessment
5.2 Good
feedback
practice
Overview of OER and
MOOC
6.1 Finding
OERs

17. Instructions
• Divide the storyboard into weeks of delivery
• Divide the weeks into sessions
• Place outcomes (use orange sticky notes)
• Decide how many weeks it will take to complete the outcomes
• Break outcomes down into topics / criteria (Green)
• Use the yellow sticky notes to indicate what teaching
strategies will be used
• Indicate face to face or online (at least 1 e-tivity)
• Indicate assessments using pink sticky notes
• Informal assessments
• Peer assessments
• Formal assessments
• Show how different topics, strategies & assessments link to
outcomes

18. Resource

19. Module name
6 Weeks
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
S1 S2 S3 S4 S5 S6 S7 S8 S9 S S S S S S S S S
LO
1
Recess
LO
3
LO
4
Revision
e-
tivity
AC AC AC
Peer
assess
Exam
Class
test
LO
2
T1 T2 T1 T2 T3

21. Day 2

22. Reflection
Linda Mostert

23. Building a prototype
Anne Olsen
Ronelle Plaatjes
Simon Goldstone

24. Build an activity
Sociali-
sation
Motivation
Adapted for face to face

25. Build an e-tivity online

26. Build an e-tivity template
Introduction
Benefit:
Time:
You may want to give the student an indication of the level of complexity of each task, and an
indication of how much time they should expect to spend on it. This can help them plan their time
effectively.
Spark:
Add a spark here to engage and orient the users – an image, a controversial statement, a headline, a
video (don’t forget to cite the source)
Purpose:
A short student focused statement of the purpose and goal – as a student, why should I spend time
on this activity? It may help to draw links to learning outcomes and assessment.
Task:
This should be an active learning task, requiring some form of engagement with the resources or
information in order to make meaning from it, or link it to practice.
You can either provide the resources to be used here, or ask the students to find and share them
Remember just watching and reading are “passive” activities – ask them to do something with the
information (post a reaction, present a supporting or opposing view, etc.)
Reflect &
Feedback:
This part of the task is important for consolidation or challenge. It’s a good opportunity to ask
students to share their ideas (e.g. to review each other’s notes and add value), and to review their
own work in the light of each other’s comments.
Resources:

27. Example of an e-tivity

28. Important links
Link to NMMU Prototype sites
• http://learn.nmmu.ac.za/course/index.php?categoryid=
255
• Enrolment keys
• CD Prototype Common Module for Engineering: commoncd
• CD Prototype Mechanical Engineering: mechcd
• CD Prototype Electrical Engineering: eleccd
• CD Prototype Civil Engineering: civilcd
• CD Prototype Industrial Engineering: indcd

29. Reality check
Linda Mostert
Anne Olsen

30. Reality checker’s form
• First impressions
• How easy is the activity to navigate?
• Is it clear what you are supposed to do? Describe
any issues
• List 2 of the features of the activity you found
enjoyable and/or effective
• How would you improve the activity?
• Overall commetns?

31. Sharing best practice
• What is already happening in the online space?
• Volenteers?
Putting our noodles together on Moodle

32. Review & Adjust
Linda Mostert
Anne Olsen

33. Planning the way forward
Anne Olsen
Ronelle Plaatjes

34. Feedback
Anne Olsen
Linda Mostert
Ronelle Plaatjes