Carpe diem pre workshop example
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This document outlines an upcoming pre-workshop meeting to discuss curriculum development using the Carpe Diem process. The meeting will explore NMMU's educational context, graduate attributes, and affective learning outcomes. It will cover the Carpe Diem methodology including defining a module's purpose, outcomes, teaching/learning methods and alignment. Participants will discuss how to model graduate attributes in their disciplines and expectations for the workshop involving redesigning modules over 2 days using online activities and peer feedback.
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Carpe diem pre workshop example
- 1. PreWorkshopMeeting Anne Olsen, Linda Mostert & Ronelle Plaatjes Engineering department 14 June 2016
- 2. Outline • Exploring the context in which curriculum development takes place at NMMU • The Carpe Diem Process • Expectations • Preparation • Logistics
- 3. NMMU Context National higher education context Transformation Access Redress Equity Student Success #feesmustfall NMMU Vision 2020 Mission & Vision Values Humanising pedagogy Faculty Department Professional body Classroom
- 4. The heart of the who
- 5. NMMU’s Graduate Attributes (GAs) • In depth disciplinary/interdisciplinary knowledge • Social Awareness and Responsible Citizenship • Adaptive expertise • Creativity and innovation • Critical Thinking • Intra- and interpersonal skills • Communication Skills
- 6. Teaching and Assessing Affective Learning Outcomes for GAs “Affective learning outcomes involve attitudes, motivation and values (Smith and Ragan, 1999).” “Attitudes are not directly observable, but the actions and behaviours to which they contribute may be observed (Bednar and Levie, 1993).”
- 7. Instructional Approaches • Demonstration of the desired behaviour by a respected role model • Practice of the desired behaviour, often through role playing • Reinforcement of the desired behaviour (Smith and Ragan, 1999)
- 8. Discussion • Choose a graduate attribute and how you would you model it to your students, as it applies in your discipline?
- 9. The Carpe Diem Process
- 10. Learning Design through Carpe Diem Workshops • 12 hours over 2 days • In a team • Rethink and redesign • Assessment and feedback • Learning activities blended • Online activity design and create • Peer feedback 14 years of research into achieving collaborative learning design Outcomes based learning, teaching and assessment for a digital age https://www.youtube.com/watch?v=ow-1thtRI38
- 11. Module Purpose of the module Outcomes T&L Methods Assessment Alignment in curriculum development What support is in place to enable student success? Deliberate planning
- 12. The Carpe Diem process Mission statement - Purpose Look & Feel Assessment Outcomes
- 13. The Carpe Diem process E-tivities Ac-tivities
- 14. The Carpe Diem process Check reality Review and adjust Planning the next step
- 15. The Carpe Diem process • What are your expectations of us (CTLM) and the Carpe Diem process? • Reminder to remain flexible.
- 16. Expectations • Regarding whatever modules you teach, You are the expert • Write down all the things that you know about teaching your module that an outsider wouldn’t know.
- 17. Logistics • 21 & 22 June 09:00 – 16:00 • M218 • BYOD • What will you be working on? – How many groups? • Technology or Moodle proficient? • Who needs to be included? – Librarian (information literacies & resources)? – Academic literacies? – Technology support – Curriculum development support? – Student academic development? – Students?
- 18. Preparation & permissions • Preparation will take place in an online space – E-mail – Moodle • Recording of workshop
- 19. Questions?
- 20. References • Bednar, A. and Levie, W.H. (1993). Attitude- change principles. In M. Fleming and W.H. Levie (Eds), Instructional Message Design: Principles from the Behavioral and Cognitive Sciences (pp.283-304). Englewood Cliffs, NJ: Educational Technology Publications. • Smith, P. and Ragan, T.J. (1999). Instructional Design. New York: John Wiley and Sons. • http://www.gillysalmon.com/carpe-diem.html
Editor's Notes
- 2 hours
- ICE BREAKER : How to bring each of the values into the classroom… Hand out value cards – spend about 5 minutes reflecting on your card and brainstorm how you could bring these values into your classroom, potentially through some teaching and learning strategies
- Presentation done by Ruth & Ronelle recently with regard to our students, looking at how systematic we are in our approaches… Who are we developing the curriculum for? Who are our students? With high expectations come high support. Presentation available to faculty with permission from student counselling
- http://www.gillysalmon.com/carpe-diem.html A good way of creating fast, effective, forward looking learning design is to use a team-based learning design process called Carpe Diem. The idea behind Carpe Diem is that every moment of the time during the workshop is spent on designing something that can be put into immediate use with learners – so I use the term ‘Carpe Diem’, Latin for ‘Seize the Day’.
- As demonstrated by the slide every aspect on the curriculum development process is aligned – from the rationale to the assessment tasks provided to students. This alignment also includes what support structures are included in the curriculum in order to enable student success. The module outcomes can be considered building blocks to achieving the more holistic exit level outcomes at programme level, which is why the alignment is crucial. The module purpose, outcomes, content and teaching, learning and assessment methods need to be aligned in order to holistically develop students that will meet the exit level outcomes. CTLM is able to assist with the writing of the purpose and outcomes and then to align the teaching, learning and assessment methods the outcomes. Furthermore we are able to suggest potential support initiatives, such as academic literacies that can be embedded into the curriculum in order to assist with enabling student success. As demonstrated by the slide, the alignment of the module purpose, outcomes and teaching, learning and assessment methods should assist with identifying the necessary assessment criteria, marking tools, such as rubrics and how to provide students with feedback.
- Day 1 – Blueprint Bring outcomes along Write a blueprint – vision the future Here you work together in your Carpe Diem teams to lay out the essential aspects of what you aim to achieve. Your output will be a poster summarizing each of the elements mentioned
- Day 1 – Storyboard Deliverable using paper based resources Make a storyboard – become a designer Here you draw out the process of your learning, teaching and assessment in a visual way, working out your schedule, a sense of flow and alignment between the components. Use the 5 stage model as a rough scaffold and your calendar for the delivery of the learning to participants to help you plan. It’s your plan for transformation and impact.
- Day 2 – prototype Build your prototype online Now you try out your design in the online environment, and create some real practical testable e-tivities. Check reality Your designs are tried out by your colleagues as ‘reality checkers’, to give you productive feedback. Let them have a go and then listen carefully to their feedback. Try not to be too defensive. You will be doing the same for others. Review and adjust Preview the work so far, make adjustments, refine timings, flag up places to return to, indicate what additional work is needed and who should be responsible for it. You are ready to do the action plan when you can see a way from the storyboard and prototypes to an operational design vision of your online or blended course. Planning your next steps Now the team is ready to build an action plan together.
- NEED TO CAPTURE ALL EXPECTATIONS
- Catering?