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.

Plan for the morning 10.00 – 10.15 Overview of ‘Carpe Diem’ 10.15 – 10.45 Blueprint and Action Plan Learning outcomes Assessment Student experience 10.45 – 11.30 Curriculum Storyboard Calendar for the module Topics covered Assessment and feedback points 11.30 - 12.15 Designing learning activities Tools & techniques 12.15 – 12.30 Summary and next steps

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 http://ow.ly/JcJEl

The GCU online learning experience

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

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

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? http://farm3.static.flickr.com/2059/2237177661_99d3e8de8e.jpg

Stage 2: Timeline

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

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 http://jiscdesignstudio.pbworks.com/w/page/12458419/ESCAPE%20Project

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

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

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, http://www.gcu.ac.uk/futurelearning/

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

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?

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

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

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

https://trello.com/

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

References ‘Carpe Diem’ curriculum design model www.gillysalmon.com/carpe-diem.html GCU Curriculum Development Guide - https://slate.adobe.com/cp/MW6us/ GCU Online module development guide - https://slate.adobe.com/cp/BxZ5f/ GCU checklist for online modules- https://docs.google.com/document/d/1kubBgWAD75w1xONmMrXySO56aBH 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 - https://gcublend.wordpress.com/2015/09/09/new-case-study-using-trello-for- developing-fully-online-modules/