1. Carpe Diem: Activity-based approach to curriculum design
With acknowledgements to:
Professor Gilly Salmon, University of Western Australia
Prof Alejandro Armellini, University of Northampton
Professor Linda Creanor, Sheila MacNeill
Academic Quality and Development
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

2. Plan for the morning 10.00 – 10.15 Overview of ‘Carpe Diem’
10.15 – Blueprint and Action Plan
Learning outcomes
Assessment
Student experience
10.45 – Curriculum Storyboard Calendar for the module
Topics covered
Assessment and feedback points
Designing learning activities
Tools & techniques
12.15 – Summary and next steps

3. Aims and objectives of the session
To plan the development of online modules through –
creating a curriculum design framework
developing a team-based approach
sharing experiences and ideas

4. The GCU online learning experience

5. 1 2 3 4 5 Preparation (approval processes)
Curriculum Design (Carpe Diem)
Develop modules online (GCULearn)
Review & Finalise (Peer review)
Deliver & Evaluate (ongoing) 1 2 3 4 5

7. Blueprint (programme/ module)
Timeline (module)
Storyboard (module)

8. Stage 1: Developing the Blueprint
What are the essential aspects of your programme?
Aims and learning outcomes?
How can these be assessed?
What about feedback?
Learning activities?
How will you manage these online?

9. Stage 2: Timeline

10. Planning modules Technology & tools Assessment and feedback
LEARNING OUTCOMES
Technology & tools
VLE
Blogs
Wikis
Social media
Podcasts
Video
E-portfolio
File-sharing
Mobile …
Assessment and feedback
Learning activities
Communication & collaboration
Learning resources
Support
Academic, technical, facilitation

11. Assessment Patterns 1 Possible consequences:
Undistributed student workload
Teachers not seeing student conceptions till too late
Final assessment too high stakes
Mark Russell, ESCAPE project, University of Hertfordshire

12. Assessment Patterns 2 Possible consequences:
Engages students early with the curriculum
Students workload reasonably well spread out
Not reliant on high stakes assessment activity
No opportunity to provide feedback after the third assessment
Mark Russell, ESCAPE project, University of Hertfordshire

13. Assessment Patterns 3 Possible consequences:
Engages students early with the curriculum
Students workload evenly distributed
All assessments are low/medium stakes
Could be demanding of staff /student time
Can assess specific parts of the curriculum
Teacher gains early feedback on student performance & understanding
Mark Russell, ESCAPE project, University of Hertfordshire

14. Feedback Principles @ GCU
Feedback should be :
A dialogue
Supportive of future learning
Timely
Related to clear criteria
Accessible to all students
A continuous process
Available on all forms of assessment
Flexible and suited to students’ needs
Feedback for Future Learning,

15. Stage 3: Creating the Storyboard
Learning activities
Resources
Tools and techniques
Module calendar
Topics covered
Assessment & feedback points

16. Designing learning activities
They should be –
Motivating
Interactive
Flexible and adaptable
Customisable
What will be achieved?
Clear instructions?
Adds value?
Preparation?
Your role/student role?
Plan B?

17. The 5 Stage Model (Salmon, 2003)
Log on & make contact
Form the online community
Exchange information
Engage with the learning
Apply new knowledge
Learner Activities
Welcome & encourage
Find common links
Support task
Facilitate discussions
Link to wider context
Tutor Role

18. Stage 4: Building Prototypes
Choose a learning activity from storyboard
Draft out further on Trello
Develop online
Note where further help or resource is required
Modify storyboard if necessary
Move on to next learning activity

19. Reality checking & Peer Review
First impressions
How easy to navigate?
Which aspects work well?
How could it be improved?
Review and adjust

21. Next steps – Action Plan
What needs done?
Who will do it?
Help needed and from whom?
Risks
Completion date

22. References
‘Carpe Diem’ curriculum design model
GCU Curriculum Development Guide -
GCU Online module development guide -
GCU checklist for online modules- GLvmmrA-PSQkxLLA/edit
Trello online Project Planning tool - trello.com/
MacNeill, S. (2015) Blog post on Trello - howsheilaseesit.wordpress.com/2015/03/25/using-trello-for-learning-design/
Dawn Anderson’s Trello case study - developing-fully-online-modules/