Transforming Future Teaching through ‘Carpe Diem’ Learning Design
1. Context for the Pathfinder: Carpe Diem
2. Carpe Diem—The Pathfinder
3. The Experience of Carpe Diem
4. Carpe Diem as a Pathfinder for New Style Staff Development
4.1. Attitudes and Readiness to Change
“[carpe diem demonstrated] ...some great outcomes in seeing staff change their minds about online teaching and get excited by the possibilities. Those staff have then gone on to champion other changes and engage other staff and this is where you can see the beginnings of culture change.”
“For some inexplicable reason, many [staff developers] ...believe that because someone is an expert in a certain field, they can work as lecturers or even designers of HE programmes with minimum training or none at all. Not so. Teaching, including facilitation (in the seminar room, lecture theatre or online), is a highly complex activity that involves multiple skills as well as expert knowledge. ‘Being reflective’ (which is the focus of much of the training available) is part of it, but by no means enough.”
4.2. Authentic Development
“This is a quotation (2013) from a tutor who teaches a Skills in HE programme. It sums up a key benefit of Carpe Diem: it delivers the goods efficiently:‘We’ve been messing about with this course for two years, with no end product. Only after going through this [Carpe Diem] process as a team have we managed to move forward and get it done’.”
“Carpe Diem strongly supports and reflects the idea of constructive alignment, the essence being a focus on the desired learning outcomes, the teaching and learning methods appropriate to achieve those outcomes and the selection of appropriate assessment tasks to determine if the outcomes match those that are intended or desire. The storyboard process of Carpe Diem helps shift the focus away from course content and towards students’ learning outcomes.”
4.3. Time and Cost-Effectiveness
“The Carpe Diem process provides a structured framework for course teams to understand, design, develop and implement e-learning designs. It provides ways of exploring a variety of e-resources and low-cost, high-impact technologies, with practical support to deliver the course in an online environment.”
“The Carpe Diem workshops really do provide an engaging workshop for a group of staff to design their units or courses. There are great benefits in bringing together the content experts, educational technologists and librarians as all the different knowledge and skills create a very productive way of working that leads to good outcomes in a short period of time—much more fun than struggling to design on your own! I think the sense of achievement that the teams feel at the end of two days is very powerful.”
4.4. Multi-Professional Teams
“I think the model of using multi-disciplinary teams (content experts, technology experts and information experts) will become even more important as new technologies and resources are embedded in learning and teaching practice and universities race to stay up to date with new developments.”
“Additionally, the input from staff from various disciplines and support contexts (Library, ICT) means that the course ultimately has a broader outlook than was possibly originally envisaged. It was evident that participants learned new things from the other team members, and discovered new approaches that they may not have considered before.”
5. Creating More Pathways
Conflicts of Interest
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Salmon, G.; Wright, P. Transforming Future Teaching through ‘Carpe Diem’ Learning Design. Educ. Sci. 2014, 4, 52-63. https://doi.org/10.3390/educsci4010052
Salmon G, Wright P. Transforming Future Teaching through ‘Carpe Diem’ Learning Design. Education Sciences. 2014; 4(1):52-63. https://doi.org/10.3390/educsci4010052Chicago/Turabian Style
Salmon, Gilly, and Phemie Wright. 2014. "Transforming Future Teaching through ‘Carpe Diem’ Learning Design" Education Sciences 4, no. 1: 52-63. https://doi.org/10.3390/educsci4010052