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 Utilizing extended academic teams to include input from multiple stakeholders in course design, development and delivery Every Carpe Diem is different! 2

Motives for adoption A need for context-sensitive academic team approaches was identified as a result of University of Cumbria’s Pathfinder project 1 Carpe Diem developed by University of Leicester as a result of an e-learning Pathfinder pilot project 2 Extended from Salmon’s 5 stage model 3, a robust and well- tested model for e-learning

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

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

Example participants and roles ParticipantsRoles Course leaderTo have a focus on the ambitions of the course, and delivery team Delivery teamKnowledge of individual modules and requirements E-learning developerOverview application e-learning technologies for enhancing teaching and learning. Key role in assisting course teams Subject technicianSpecialist knowledge of subject technologies and tools as well as being part of the delivery team Carpe Diem session facilitatorModerate and facilitate all sessions AdministratorOverview of process with active role in pre-meeting, workshop and follow-up. Organization of participants and room bookings ResearcherUnderstanding of associated theory and literature and a role to play in conducting evaluative processes ICT TrainerCan work closely with the course team to provide support for learners with identified ICT training needs Subject librarianSubject resource specialist and availability of online resources E-learning consultantReality checker and critical friend ICTS representativeKnowledge and expertise of ICT infrastructure 6

E-tivities Designing online learning activities Aims to engage the learner in collaborative and reciprocal construction of knowledge 1 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: (accessed 16 September 2008) 7

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

Contact Evolve Cheri Logan Linda Shore Stephen Wheeler Simon Allan Website: 9