Abstract
We detail the research, development and initial outcomes of an intervention process to promote capability building in designing for e-learning at a dual mode university in the UK. The process, called CARPE DIEM, was built on a pilot study and became a Higher Education Academy ‘Pathfinder’ project named ADELIE. We report on the model workshop, its deployment, research and development over a 12-month period with a variety of subject groups working in small teams with learning technologists, pedagogical facilitators and librarians. Outcomes include improved scores on an institutional e-learning benchmarking exercise and increased capability for designing for online activities for students in the Virtual Learning Environment (VLE). The model is stable enough to be tried in other institutions and continues to develop in scope.Keywords: e-learning design; capability; pathfinder; team working; CARPE DIEM modelDOI: 10.1080/09687760802315978
Highlights
Background to the interventionThe intervention is through a workshop, called CARPE DIEM, designed to encourage small teams to work together on e-learning design using a VLE
This paper reports on the viability, scalability and enhancement of the model and evidence of capability building amongst academics in the University of Leicester
This paper has focused on CARPE DIEM workshops for capability building at Leicester and beyond
Summary
The intervention is through a workshop, called CARPE DIEM, designed to encourage small teams to work together on e-learning design using a VLE. The CARPE DIEM workshop model (see Figure 1) is based on story boarding (Tumminello 2004), team working (Jaques and Salmon 2006), scaffolding of networked learning, especially Salmon’s 5-stage model and e-tivities (Salmon 2002) and aligned assessment (Biggs and Tang 2007). It involves six sequential progressive collaborative tasks, led by a trained facilitator familiar with the process. Feedback from participating staff from the first three workshops (Salmon 2003, 2004), plus feedback from students when the courses were first presented (Siddiqui and Roberts 2004), indicated that:
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