seizing the learning world scaling learning design for transformation

Seizing the Learning World G Salmon 1

Seizing the Learning WorldScaling Learning Design for

Transformation

Professor Gilly Salmon Pro Vice-Chancellor (Education Innovation)

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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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DESIGN

DELIVER

Y

Pedagogy- the journey1/12/2016

Seizing the Learning World G Salmon 41/12/2016

Today!


• 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


Outcomes for staffAt University of Western Australia

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85 % of participantsagreed 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 theUniversity of Western Australia

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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 theUniversity 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 .


Outcomes for students at the University of Western Australia

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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.

Does Carpe Diem learning design - make a difference to student learning?

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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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Case Study 1: Marketing ResearchModule: 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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Access to Resources and Information

Participation Engagement Knowledge Construction Assessment Feedback0

20

40

60

80

100

Level of student satisfaction in response to the innovation

Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)Aspects of student learning experience

% of student responses

Case Study 1: Marketing Research

Seizing the Learning World G Salmon1/12/2016


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 ArtModule: Undergraduate, 2nd year, n= 108

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Socialisation Motivation Engagement Information Sharing Knowledge Construction0

20

40

60

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100




Case Study 2: Architecture and Art



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.


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 EducationModule: Postgraduate, n= 28

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Access to Resources and In-formation

Motivation Engagement Knowledge Construction Assessment Feedback0

20

40

60

80

100




Case Study 3: Mathematics and Education



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.


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: EngineeringModule: Undergraduate, 3rd year, n=136

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Motivation Engagement Knowledge Construction Assessment Feedback0

20

40

60

80

100Level of student satisfaction in response to the innovation

Dissatisfied (Strongly Disagree, Disagree or Neutral) Satisfied (Strongly Agree or Agree)

Aspects of student learning experience


Case Study 4: Engineering

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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.


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: CommunicationsModule: Undergraduate, 3rd year, n=137

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Motivation Participation Information Sharing Knowledge Construction Assessment0

20

40

60

80

100Level of student satisfaction in response to the innovation




Case Study 5: Communications



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.


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: BiochemistryModule: Undergraduate, 1st year, n=244

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Case Study 6: Biochemistry

Access to Resources and In-formation

Motivation Knowledge Construction Assessment Feedback0

20

40

60

80

100





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The carpe diem methodology

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gillysalmon.com/carpe-diem

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DeliveryCarpe Diem

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Learning Design through Carpe Diem Workshops16 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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VisionThe impact of the experience of

this unit on students in the future

Look and feelWhat it is like for students

engaging in this unit

Achieving theseDo 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


Stage 3 Build Prototype

1. E-tivitiesDesigning 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


Stage 4 Reality Check

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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Stage 5 Review and Adjust

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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Stage 6 Action Plan

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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Try out a storyboard

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DeliveryCarpe Diem

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Carpe Diem at UWA

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Your mission 5 week blended course called :”Creating the future for learning”

Your task 1In a group, develop a story board that includes • some assessment and feedback • some location based activity • and some digital work

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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 1STAGE 2

STAGE 3

STAGE 4STAGE 5

E-tivity 4

Assessment& feedback

Assessment

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E-tivity 5

Future Fast


Your mission 5 week blended course called :”Creating the future for learning”

Your task 2In a group, Present, in 60 secs1. One Key innovation2. One key insight

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Follow up

1. More resources2. Can you build and run your course?

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www.gillysalmon.com.

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http://www.gillysalmon.com/


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

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Salmon, G. (2013). E-tivities: the key to active online learning (2nd ed.). London and New York: Routledge. See especially Chapter 4.

http://dx.doi.org/10.1111/j.1467-8535.2009.01013.x

http://tinyurl.com/58q2lj

http://nectar.northampton.ac.uk/5492/

http://dx.doi.org/10.1080/02680513.2013.796286

http://bit.ly/1XL7ncN

http://dx.doi/org/10.1080/09687760802315978

http://dx.doi.org/10.1111/bjet.12256

http://dx.doi.org/10.3390/educsci4010052

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

“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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