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Carpe Diem

Carpe Diem. E-learning course design and embedding. 1. Key features. • Embedding e-learning activities into course design • Context-oriented, learner-focused • Planning for active and participative engagement

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Carpe Diem

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  1. Carpe Diem E-learning course design and embedding 1

  2. Key features • Embedding e-learning activities into course design • Context-oriented, learner-focused • Planning for active and participative engagement • Utilizing extended academic teams to include input from multiple stakeholders in course design, development and delivery • Every Carpe Diem is different! 2

  3. Motives for adoption • A need for context-sensitive academic team approaches was identified as a result of University of Cumbria’s Pathfinder project1 • Carpe Diem developed by University of Leicester as a result of an e-learning Pathfinder pilot project2 • Extended from Salmon’s 5 stage model3, a robust and well-tested model for e-learning 1 http://pathfinder.cumbria.ac.uk/pathfinder.html 2 http://www.le.ac.uk/adelie/ 3 http://www.atimod.com/e-tivities/5stage.shtml 3

  4. course level benchmarking for e-learning evaluation informal: blackboard site formal: ACPRs carpe diem reflection reporting planning e.g. new staff member; different module / course; new approaches or ideas Where does Carpe Diem fit in? 4

  5. Carpe Diem – process • Pre-meeting with the whole course team • Two-day intensive Carpe Diem workshop • Half day follow-up meeting By the end of the process, course teams will have identified key e-learning intentions and will have developed substantial online learning activities to meet these needs. The emphasis is on understanding the impact and potential of e-learning on pedagogy, not just an online repository. 5

  6. Example participants and roles 6

  7. E-tivities • Designing online learning activities • Aims to engage the learner in collaborative and reciprocal construction of knowledge1 • Process within the two-day Carpe Diem workshop to design, develop and test e-tivities • ‘Reality checker’ to evaluate the effectiveness of e-tivities 1 Mayes, T. & de Freitas, S. (2004) 'JISC e-learning models desk study. Stage 2: review of e-learning theories, frameworks and models' JISC [online] Available from: http://www.elearning.ac.uk/elearningandpedagogy/peddesign/emodels/emodels (accessed 16 September 2008) 7

  8. Embedding e-learning • Development of action-plan by participants of the Carpe Diem two-day workshop • Follow-up session provides an opportunity to report, reflect and evaluate progress • Cyclical cascade – further workshops can be run for other modules and courses, or for new course team members 8

  9. Contact Evolve Cheri Logan - 8454 Linda Shore - 8310 Stephen Wheeler - 8477 Simon Allan - 8126 Website:http://pathfinder.cumbria.ac.uk Email:evolve@cumbria.ac.uk 9

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