The CD process is collaborative, multi-professional (academics, learning technologists and librarians) team-based. CD enables fast and effective blended pedagogical development. Staff work intensively in a small group, through a design and rapid prototyping process including writing a blueprint, making a storyboard, building a prototype online directly in their VLE module, reality checking (giving peer feedback), making adjustments and planning the next steps. The practical workshop is conducted over 12 hours, with outcomes that can be used immediately with learners (Salmon & Wright 2014).
CD was introduced to staff at The University of Western Australia (UWA) from 2015 with its 25,000 campus based students. CD is seen as a way of achieving incremental innovation in learning and teaching at UWA on a fast and large scale. Mass Carpe Diems resulted in the re/design of over 250 modules. Feedback from staff participants demonstrates attendance at CD is a positive and useful experience. About 80% report recommending the workshop to colleagues, and 83% state that they had implemented changes for the next teaching period (n=158).
During 2016, a study commenced to investigate how CD design enhances the learning experience at UWA. The research questions are:
- Did the innovation improve the student learning experience – learning and engagement?
- Did improved integrated design affect the student learning experience? What and how?
- How might the intervention be improved?
- Are there implications for the Carpe Diem unit design process?
Preliminary investigations are being carried out on 11 sample modules that participated in CD, across 6 faculties, around 1500 student enrolments and all levels. Interviews with staff and student surveys were conducted in March to July 2016. Qualitative data is being triangulated with other sources. A progress report, case studies and trends will be presented, which has wide interest for CD methodology and learning design.
Salmon, G 2013, E-Tivities: The Key to Active Online Learning, 2nd ed., Routledge, London, UK & New York, NY.
Salmon, G & Wright, P 2014, ‘Transforming Future Teaching through ‘Carpe Diem’ Learning Design’, Education Sciences, vol. 4, no. 1, pp. 52-63.