Journal Articles
A case study exemplar for online work-based learning placements - The PEER Enhanced e-Placement (PEEP)
Professor Lisa Taylor and Gilly Salmon 2023
The PEEP model has successfully challenged the need for students to be physically located for learning placements but also has facilitated a reimagination of work-based learning provision, which is now moving beyond health into other disciplines across the Higher Education sector.
Full Case Study here
Professor Lisa Taylor and Gilly Salmon 2023
The PEEP model has successfully challenged the need for students to be physically located for learning placements but also has facilitated a reimagination of work-based learning provision, which is now moving beyond health into other disciplines across the Higher Education sector.
Full Case Study here
Enhancing Peer Learning through Online Placements for Health and Social Care Professions
Professor Lisa Taylor and Professor Gilly Salmon, December 2021
This article reports on the innovative design and the delivery of an online placement for university students, in response to the suspension of face-to-face placements due to COVID-19 restrictions in April 2020. A high quality, evidence-based and pedagogically sound experience was built, delivered and reviewed. The online placement not only met the professional standards and demonstrated equivalence in achieving placement learning outcomes, compared to traditional face to face placements, but also offered emergent benefits. The online placement showed enhanced peer learning and improved professional reasoning development by the students. In view of the interest and need for alternative placements, online placements were explored further, contextualised and built into a model which came to be known as Peer-Enhanced E-Placement (PEEP). Throughout 2020, and into 2021, the ‘logjam’ of increased student numbers and reduced placements, dramatically increased the interest in alternative placement learning and the PEEP model. A PEEP professional development acquisition experience was developed and piloted, to disseminate, scale and contextualize the approach by health and social care teams. Feedback from the pilot acquisition experiences indicated that the participants were able to design and implement PEEPs in their own contexts with their students. The scaling up and roll out of the PEEP acquisition experiences now extends to over fifteen professions. Conclusions include that the PEEP model offers a viable, acceptable and successful online practice-based learning option for health and social care students, achieving equivalence in placement learning outcomes and enhanced peer learning.
Full article here
Professor Lisa Taylor and Professor Gilly Salmon, December 2021
This article reports on the innovative design and the delivery of an online placement for university students, in response to the suspension of face-to-face placements due to COVID-19 restrictions in April 2020. A high quality, evidence-based and pedagogically sound experience was built, delivered and reviewed. The online placement not only met the professional standards and demonstrated equivalence in achieving placement learning outcomes, compared to traditional face to face placements, but also offered emergent benefits. The online placement showed enhanced peer learning and improved professional reasoning development by the students. In view of the interest and need for alternative placements, online placements were explored further, contextualised and built into a model which came to be known as Peer-Enhanced E-Placement (PEEP). Throughout 2020, and into 2021, the ‘logjam’ of increased student numbers and reduced placements, dramatically increased the interest in alternative placement learning and the PEEP model. A PEEP professional development acquisition experience was developed and piloted, to disseminate, scale and contextualize the approach by health and social care teams. Feedback from the pilot acquisition experiences indicated that the participants were able to design and implement PEEPs in their own contexts with their students. The scaling up and roll out of the PEEP acquisition experiences now extends to over fifteen professions. Conclusions include that the PEEP model offers a viable, acceptable and successful online practice-based learning option for health and social care students, achieving equivalence in placement learning outcomes and enhanced peer learning.
Full article here
A 'Watershed' for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
Professor Gilly Salmon, Antoinette van der Merwe, Arnold Schoonwinkel, July 2020
This action research project describes the application of a large-scale collaborative learning design method to a major educational transformation programme at a South African university. Our findings determined that Carpe Diem learning design was an appropriate methodology for contributing to and creating key moments and movements (“watersheds”) in educational transformation in the South African context and beyond. We demonstrated that the impact of an original one-week collaborative intervention, covering all faculties and 10 major degree programmes, was sustained over the following three years. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for programme renewal initiatives. It placed the university and the service to its students in a much stronger position in unexpected circumstances. We offer suggestions for those who would like to try a collaborative design approach for transformation.
Professor Gilly Salmon, Antoinette van der Merwe, Arnold Schoonwinkel, July 2020
This action research project describes the application of a large-scale collaborative learning design method to a major educational transformation programme at a South African university. Our findings determined that Carpe Diem learning design was an appropriate methodology for contributing to and creating key moments and movements (“watersheds”) in educational transformation in the South African context and beyond. We demonstrated that the impact of an original one-week collaborative intervention, covering all faculties and 10 major degree programmes, was sustained over the following three years. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for programme renewal initiatives. It placed the university and the service to its students in a much stronger position in unexpected circumstances. We offer suggestions for those who would like to try a collaborative design approach for transformation.
Reaching for Self-efficacy through Learning Analytics: The Zenith project
Professor Gilly Salmon and Tya Asgari, April 2020
We report on a large pilot study (known as “Zenith”) of the implementation of Learning Analytics in a traditional campus-based university in the process of moving towards blended learning. The pilot had multiple objectives, but here we report on the initial insights gained from a grounded exploration of the students' perspectives and experiences of the introduction of personal Learning Analytic (LAs) reports, for the first time. The intention of the reports were to provide rapid electronic feedback through daily visual reports to students. Feedback was provided to the project team throughout the semester and adjustments were made through immediate actions. The students' responses provide an early exploratory grounded view of their experiences, which we report here for insights for those wishing to use Learning Analytics beyond the obvious “prediction” scenarios. Key emergent outcomes included handling complexity, the variety of stakeholders, the consequent need for extensive communication, support, data handling and ethical considerations as well as confidence in the data. We also explore the need to enable students to understand the purpose of student-facing Learning Analytics reports, and a variety of ways in which they may be experienced by differing cohorts of students.
Professor Gilly Salmon and Tya Asgari, April 2020
We report on a large pilot study (known as “Zenith”) of the implementation of Learning Analytics in a traditional campus-based university in the process of moving towards blended learning. The pilot had multiple objectives, but here we report on the initial insights gained from a grounded exploration of the students' perspectives and experiences of the introduction of personal Learning Analytic (LAs) reports, for the first time. The intention of the reports were to provide rapid electronic feedback through daily visual reports to students. Feedback was provided to the project team throughout the semester and adjustments were made through immediate actions. The students' responses provide an early exploratory grounded view of their experiences, which we report here for insights for those wishing to use Learning Analytics beyond the obvious “prediction” scenarios. Key emergent outcomes included handling complexity, the variety of stakeholders, the consequent need for extensive communication, support, data handling and ethical considerations as well as confidence in the data. We also explore the need to enable students to understand the purpose of student-facing Learning Analytics reports, and a variety of ways in which they may be experienced by differing cohorts of students.
Learning Design for Transformation: Progressing "Carpe Diem" from Example to Practice
Professor Gilly Salmon, Alejandro Armellini, Shirley Alexander and Margaret Korosec, November 2019
Since the year 2000, the Carpe Diem method and variations based on its core principles have been deployed across the world to enable fully collaborative ways of designing learning.
The methodology enables agile and effective collaboration between faculty, professional staff and other stakeholders for rethinking and refresh of packages of learning work. It enables ‘future proofing’ and the addressing of very high quality active and engaged online learning.
Our presentation panel at OEB 19 briefly outlined the approach including visioning the future for graduates, authentic assessment, threshold concepts, whole programme and course blueprinting, the deployment of researched pedagogies such as the 5-stage model (Salmon, 2013), active digital learning such as e-tivities, storyboarding and action planning. We also provided some real and practical examples of how Carpe Diem can be versioned to enable educational transformation across disciplines and for key strategic purposes in an organisation.
We offer a summary of recommendations for those who wish to move beyond valuable learning design, to enable catalysts and create ‘watershed’ moments to scale-up and extend strategic renewal efforts.
Professor Gilly Salmon, Alejandro Armellini, Shirley Alexander and Margaret Korosec, November 2019
Since the year 2000, the Carpe Diem method and variations based on its core principles have been deployed across the world to enable fully collaborative ways of designing learning.
The methodology enables agile and effective collaboration between faculty, professional staff and other stakeholders for rethinking and refresh of packages of learning work. It enables ‘future proofing’ and the addressing of very high quality active and engaged online learning.
Our presentation panel at OEB 19 briefly outlined the approach including visioning the future for graduates, authentic assessment, threshold concepts, whole programme and course blueprinting, the deployment of researched pedagogies such as the 5-stage model (Salmon, 2013), active digital learning such as e-tivities, storyboarding and action planning. We also provided some real and practical examples of how Carpe Diem can be versioned to enable educational transformation across disciplines and for key strategic purposes in an organisation.
We offer a summary of recommendations for those who wish to move beyond valuable learning design, to enable catalysts and create ‘watershed’ moments to scale-up and extend strategic renewal efforts.
Carpe Diem for Transformation: Case Study from University of Stellenbosch
Gilly Salmon, 2019
Find the presentation slides here.
The Carpe Diem Learning Design Methodology (Carpe Diem) has been beneficially and extensively adopted in many universities throughout the world. The methodology enables fast and effective collaboration between academics, professional staff and other stakeholders for re/design of modules or new/refreshed programmes, in the service of improvements and future-proofing for students’ learning. This paper briefly outlines the approach including visioning the future for graduates, authentic assessment, threshold concepts, the 5-stage model, e-tivities, storyboarding and action planning.
Some universities are now seeing Carpe Diem as a key enabler in their strategic drive to transform educational provision on a large-scale in their institutions, in addition to progressive and collaborative learning design. We explore the application of Carpe Diem in a major educational transformation programme at Stellenbosch University (SU) in South Africa, where the intent included innovation, creativity and addressing students' changing needs. We summarise some key outcomes of a Carpe Diem intervention as a catalyst for Stellenbosch’s educational transformation. Our action research demonstrated that the impact of an original one-week collaborative Carpe Diem experience, covering all faculties and ten major degree programmes, was sustained over the following 12 months. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for Stellenbosch’s programme renewal initiatives.
We offer a summary of recommendations for those who wish to move beyond valuable learning design, to enable key catalysts and create watersheds to scale-up and extend strategic renewal efforts.
Keywords. Carpe Diem learning design, institutional transformation, future-proofing students’ learning, pedagogy, renewal.
Gilly Salmon, 2019
Find the presentation slides here.
The Carpe Diem Learning Design Methodology (Carpe Diem) has been beneficially and extensively adopted in many universities throughout the world. The methodology enables fast and effective collaboration between academics, professional staff and other stakeholders for re/design of modules or new/refreshed programmes, in the service of improvements and future-proofing for students’ learning. This paper briefly outlines the approach including visioning the future for graduates, authentic assessment, threshold concepts, the 5-stage model, e-tivities, storyboarding and action planning.
Some universities are now seeing Carpe Diem as a key enabler in their strategic drive to transform educational provision on a large-scale in their institutions, in addition to progressive and collaborative learning design. We explore the application of Carpe Diem in a major educational transformation programme at Stellenbosch University (SU) in South Africa, where the intent included innovation, creativity and addressing students' changing needs. We summarise some key outcomes of a Carpe Diem intervention as a catalyst for Stellenbosch’s educational transformation. Our action research demonstrated that the impact of an original one-week collaborative Carpe Diem experience, covering all faculties and ten major degree programmes, was sustained over the following 12 months. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for Stellenbosch’s programme renewal initiatives.
We offer a summary of recommendations for those who wish to move beyond valuable learning design, to enable key catalysts and create watersheds to scale-up and extend strategic renewal efforts.
Keywords. Carpe Diem learning design, institutional transformation, future-proofing students’ learning, pedagogy, renewal.
May the Fourth Be with you: Creating Education 4.0
Gilly Salmon, 2019
The way we create higher education will require a seismic shift in the near future in order to prepare the next generation of students for the rapidly changing world.
In a paper published in the Journal of Learning for Development, Professor Salmon investigates the curricula and technology that will underpin ‘Education 4.0’, and the wider global changes which will shape its delivery.
Reflecting on the evolution of higher education over the past 1,000 years, and drawing on the parallel developments of the worldwide web from a transmissive to symbiotic system, Professor Salmon highlights the lessons learnt and how they could influence our foresight in creating education fit for new and uncertain futures.
She emphasises that universities do not need to change their values, but instead clearly define their visions and how they will equip students with the skills and knowledge they need to adapt to a rapidly changing society and world of work.
“We should ‘future-proof’ as far as we can. By identifying brand new programmes that are likely to prepare students for enabling Industry 4.0, along with setting students up to fulfil worthwhile, sustainable, multiple careers and to become contributing citizens of globalization 4.0 during their long lives,” says Professor Salmon.
As today’s students call for increased personalisation, adaption, transformed assessment and increased mobility, she argues for a symbiotic approach where the best of human teaching and technology combine to enable every learner to become systems’ designers and achievers.
The pace and scale of change engulfing the higher education sector is unprecedented. Professor Salmon’s paper aims to stimulate dialogue and promote preparedness to ensure we continue to deliver outstanding outcomes for the workforce of the future.
In a paper published in the Journal of Learning for Development, Professor Salmon investigates the curricula and technology that will underpin ‘Education 4.0’, and the wider global changes which will shape its delivery.
Reflecting on the evolution of higher education over the past 1,000 years, and drawing on the parallel developments of the worldwide web from a transmissive to symbiotic system, Professor Salmon highlights the lessons learnt and how they could influence our foresight in creating education fit for new and uncertain futures.
She emphasises that universities do not need to change their values, but instead clearly define their visions and how they will equip students with the skills and knowledge they need to adapt to a rapidly changing society and world of work.
“We should ‘future-proof’ as far as we can. By identifying brand new programmes that are likely to prepare students for enabling Industry 4.0, along with setting students up to fulfil worthwhile, sustainable, multiple careers and to become contributing citizens of globalization 4.0 during their long lives,” says Professor Salmon.
As today’s students call for increased personalisation, adaption, transformed assessment and increased mobility, she argues for a symbiotic approach where the best of human teaching and technology combine to enable every learner to become systems’ designers and achievers.
The pace and scale of change engulfing the higher education sector is unprecedented. Professor Salmon’s paper aims to stimulate dialogue and promote preparedness to ensure we continue to deliver outstanding outcomes for the workforce of the future.
Higher Education – the Last Bastion? Distance and e-Learning Policy and Development – The Role of e-Learning and Distance Education in the Modernisation Process of Economies, Societies and Education Systems
Gilly Salmon and Tya Asgari, 2019
Gilly Salmon and Tya Asgari, 2019
Abstract
We offer a review of recent research and opinions. We include more formal research-based and “grey” literature around transformation in education – at a watershed moment of challenge, change and turmoil – for the UK Higher Education sector and its relationship with Europe.
Juxtaposed on the changes in the UK and European political and educational ecologies, is the turbulence of the morphing of Open and Distance Learning into the much higher profile Online and Digital Education, and its place and contribution to achieving preferred and viable futures in the world.
We explore the wicked problem of defence and stasis in the university sector despite the huge drivers for change. We explore ways in which learning with and from the future can be encouraged. We anticipate opportunities for universities to reimagine and adopt their roles in changing environments and to make challenging, developing and disruptive contributions to the online world and to offer advantage, benefit and foresight to their students and staff.
We offer a review of recent research and opinions. We include more formal research-based and “grey” literature around transformation in education – at a watershed moment of challenge, change and turmoil – for the UK Higher Education sector and its relationship with Europe.
Juxtaposed on the changes in the UK and European political and educational ecologies, is the turbulence of the morphing of Open and Distance Learning into the much higher profile Online and Digital Education, and its place and contribution to achieving preferred and viable futures in the world.
We explore the wicked problem of defence and stasis in the university sector despite the huge drivers for change. We explore ways in which learning with and from the future can be encouraged. We anticipate opportunities for universities to reimagine and adopt their roles in changing environments and to make challenging, developing and disruptive contributions to the online world and to offer advantage, benefit and foresight to their students and staff.
The realm of learning innovation: A map for Emanators
Gilly Salmon, 2016
Gilly Salmon, 2016
Abstract
In this paper, which was first developed as a keynote for the Emerging Technologies and Authentic Learning in Higher Vocational Education conference in Cape Town in 2015 and then published in a Special Issue of the British Journal of Educational Technology in 2016, Professor Salmon asks innovators to adopt responsibility, for their university and/or for their learners, to create their preferred, desirable and achievable futures. This paper gives innovators a framework in which to orientate their own insights and choose constructive and powerful pathways for their context.
In this paper, which was first developed as a keynote for the Emerging Technologies and Authentic Learning in Higher Vocational Education conference in Cape Town in 2015 and then published in a Special Issue of the British Journal of Educational Technology in 2016, Professor Salmon asks innovators to adopt responsibility, for their university and/or for their learners, to create their preferred, desirable and achievable futures. This paper gives innovators a framework in which to orientate their own insights and choose constructive and powerful pathways for their context.
Download the full article below:
| realmoflearninginnovation salmon 2016_preprint.pdf |
Article also available HERE
This article has been published in the British Journal of Educational Technology (BJET) as Vol. 47 No.5 in September 2016. The final online version of the article was published on 18th July 2016 and is available here. The version reproduced here, with the permission of the publisher, is the pre-peer-reviewed version. It may vary from the definitive version published in the journal.
Citation: Salmon, G. (2016). The realm of learning innovation: A map for emanators. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12487
Citation: Salmon, G. (2016). The realm of learning innovation: A map for emanators. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12487
Designing Massive Open Online Courses to take account of participant motivations and expectations
Gilly Salmon, Ekaterina Pechenkina, Ann-Marie Chase and Bella Ross, 2016
Gilly Salmon, Ekaterina Pechenkina, Ann-Marie Chase and Bella Ross, 2016
Abstract
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The ‘Carpe Diem’ MOOC was designed, developed and delivered in 2014. The MOOC participants’ experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The ‘Carpe Diem’ MOOC was designed, developed and delivered in 2014. The MOOC participants’ experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.
Download the full article below:
| designingmoocs salmon pechenkina chase ross 2016_preprint.pdf |
Article also available HERE
This article has been published in the British Journal of Educational Technology (BJET) on 26 July 2016, and the final version of the article is available here. The version reproduced here, with the permission of the publisher, is the pre-peer-reviewed version. It may vary from the definitive version published in the journal.
Citation: Salmon, G., Pechenkina, E., Chase, A., & Ross, B. (2016). Designing Massive Open Online Courses to take account of participant motivations and expectations. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12497
Citation: Salmon, G., Pechenkina, E., Chase, A., & Ross, B. (2016). Designing Massive Open Online Courses to take account of participant motivations and expectations. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12497
The space for social media in structured online learning
Gilly Salmon, Bella Ross, Ekaterina Pechenkina and Ann-Marie Chase, 2015
Gilly Salmon, Bella Ross, Ekaterina Pechenkina and Ann-Marie Chase, 2015
Abstract
In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.
In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.
Download the full article below:
| spaceforsocialmedia salmon ross pechenkina chase 2015_ccby4.0.pdf |
Article also available HERE
© 2015 G. Salmon et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
Citation: Salmon, G., Ross, B., Pechenkina, E., & Chase, A. (2015). The space for social media in structured online learning. Research in Learning Technology, 23, 28507. http://dx.doi.org/10.3402/rlt.v23.28507
Citation: Salmon, G., Ross, B., Pechenkina, E., & Chase, A. (2015). The space for social media in structured online learning. Research in Learning Technology, 23, 28507. http://dx.doi.org/10.3402/rlt.v23.28507
Learning innovation: A framework for transformation
Gilly Salmon, 2014
Gilly Salmon, 2014
Abstract
Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.
Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.
Download the full article below:
| learninginnovation salmon 2014_oa.pdf |
Article also available HERE
© 2014 EDEN and Gilly Salmon.
Citation: Salmon, G., (2014). Learning innovation: A framework for transformation. European Journal of Open, Distance and e-Learning, 17 (2), 219-235. Retrieved from http://www.eurodl.org/?p=archives&year=2014&halfyear=2&article=665
© 2014 EDEN and Gilly Salmon.
Citation: Salmon, G., (2014). Learning innovation: A framework for transformation. European Journal of Open, Distance and e-Learning, 17 (2), 219-235. Retrieved from http://www.eurodl.org/?p=archives&year=2014&halfyear=2&article=665
Badges in the Carpe Diem MOOC
Paper for Ascilite Conference 2014 - Session "#125 Badges in the Carpe Diem MOOC"
Kulari Lokuge Dona, Janet Gregory, Gilly Salmon, Ekaterina Pechenkina
Paper for Ascilite Conference 2014 - Session "#125 Badges in the Carpe Diem MOOC"
Kulari Lokuge Dona, Janet Gregory, Gilly Salmon, Ekaterina Pechenkina
Abstract
Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.
Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.
Download the full article below:
| badgesincdmoocs ascilite lokuge-dona gregory salmon pechenkina 2014_postprint.pdf |
Article also available HERE.
The authors assign a Creative Commons Attribution 3.0 license enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the authors for the original creation.
Citation: Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical Perspectives on Educational Technology. Proceedings ascilite Dunedin 2014 (pp. 120-128).
The authors assign a Creative Commons Attribution 3.0 license enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the authors for the original creation.
Citation: Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem MOOC. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical Perspectives on Educational Technology. Proceedings ascilite Dunedin 2014 (pp. 120-128).
Experiential online development for educators: The example of the Carpe Diem MOOC
Gilly Salmon, Janet Gregory, Kulari Lokuge Dona, Bella Ross, 2014
Gilly Salmon, Janet Gregory, Kulari Lokuge Dona, Bella Ross, 2014
Abstract:
We report on educators’ experiences of a Massive Open Online Course (MOOC) focussed on the ‘Carpe Diem’ learning design process. The MOOC was developed in-house using Blackboard CourseSites by a university innovation and development unit, Learning Transformations, at Swinburne University Technology in Melbourne, Australia. We propose the potential of MOOCs as an opportunity to expose university academics who are taking part as participants in online learning to constructively change their teaching practice. We report on a study of their experiences with the Carpe Diem MOOC. Conclusions include illumination of MOOCs’ value as professional development opportunities that can provide an authentic relevant experience for educators as well as promote new skills in learning design and delivery for their own teaching
Video Abstract:
Watch a video abstract from the authors here: https://youtu.be/baI4Brc8nOY
We report on educators’ experiences of a Massive Open Online Course (MOOC) focussed on the ‘Carpe Diem’ learning design process. The MOOC was developed in-house using Blackboard CourseSites by a university innovation and development unit, Learning Transformations, at Swinburne University Technology in Melbourne, Australia. We propose the potential of MOOCs as an opportunity to expose university academics who are taking part as participants in online learning to constructively change their teaching practice. We report on a study of their experiences with the Carpe Diem MOOC. Conclusions include illumination of MOOCs’ value as professional development opportunities that can provide an authentic relevant experience for educators as well as promote new skills in learning design and delivery for their own teaching
Video Abstract:
Watch a video abstract from the authors here: https://youtu.be/baI4Brc8nOY
Download the full article below
| experientialonlinedevelopmentforeducators salmon gregory lokuge-dona ross 2014_preprint.pdf |
This article has been published in the British Journal of Educational Technology (BJET) Special Issue titled Massive Open Online Courses (MOOCs): ‘disrupting’ teaching and learning practices in higher education, and the final version of the article is available here. The version reproduced here, with the permission of the publisher, is the pre-peer-reviewed version. It may vary from the definitive version published in the journal.
Citation: Salmon, G., Gregory, J., Lokuge Dona, K., & Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46 (3), 542-556. http://dx.doi.org/10.1111/bjet.12256
Citation: Salmon, G., Gregory, J., Lokuge Dona, K., & Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46 (3), 542-556. http://dx.doi.org/10.1111/bjet.12256
Transforming future teaching through 'Carpe Diem' learning design
Gilly Salmon and Phemie Wright, 2014
Abstract:
Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning
Gilly Salmon and Phemie Wright, 2014
Abstract:
Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning
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| transformingfutureteachingthroughcarpediemlearningdesign salmon wright 2014_ccby3.0.pdf |
Copyright © 2013 by the authors; licensee MDPI, Basel, Switzerland. This article has been published (January 27, 2014) in MDPI Education Sciences, (Special Issue eLearning: Exploring Digital Futures in the 21st Century).
Citation: Salmon G, Wright P. (2014). Transforming Future Teaching through ‘Carpe Diem’ Learning Design. Education Sciences, 4 (1), 52-63. Available here, http://www.mdpi.com/2227-7102/4/1/52
Citation: Salmon G, Wright P. (2014). Transforming Future Teaching through ‘Carpe Diem’ Learning Design. Education Sciences, 4 (1), 52-63. Available here, http://www.mdpi.com/2227-7102/4/1/52
Professional development for online university teaching
Janet Gregory and Gilly Salmon
Abstract:
Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.
Janet Gregory and Gilly Salmon
Abstract:
Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.
Download the full article below
| professionaldevelopmentforonlineuniversityteaching gregory salmon 2013_postprint.pdf |
This is an Accepted Manuscript of an article published by Taylor & Francis in Distance Education on 31 October 2013, available online here.
Citation: Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34 (3), 256-270. http://dx.doi.org/10.1080/01587919.2013.835771
Citation: Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34 (3), 256-270. http://dx.doi.org/10.1080/01587919.2013.835771
Sleeping with the enemy
Gilly Salmon and Rod Angood, 2013
Abstract:
We take the concept of e-Leadership to be multifaceted and conceptually ambiguous (Gurr, 2004). In this paper, we focus on the importance for university leaders to promote effective understanding and partnerships between Information Technology (IT) departments and all of those responsible for learning and teaching. We identify ways to achieve collaboration at all levels within university organisations. We aim to promote a new spirit of co-operation and achievement (Avolio, Kahai & Dodge, 2000). Barriers abound, often about contested ground, that constantly impact on the success of institutional systems and communication practices (Johnson et al., 2013). With our deep, embedded experience over time, (one of us as a university Director of IT, and one a Pro Vice-Chancellor responsible for learning and teaching innovations), we review the fundamental issues underpinning the relationship between these two leadership systems within Higher Education and recommend some constructive ways forward.
Gilly Salmon and Rod Angood, 2013
Abstract:
We take the concept of e-Leadership to be multifaceted and conceptually ambiguous (Gurr, 2004). In this paper, we focus on the importance for university leaders to promote effective understanding and partnerships between Information Technology (IT) departments and all of those responsible for learning and teaching. We identify ways to achieve collaboration at all levels within university organisations. We aim to promote a new spirit of co-operation and achievement (Avolio, Kahai & Dodge, 2000). Barriers abound, often about contested ground, that constantly impact on the success of institutional systems and communication practices (Johnson et al., 2013). With our deep, embedded experience over time, (one of us as a university Director of IT, and one a Pro Vice-Chancellor responsible for learning and teaching innovations), we review the fundamental issues underpinning the relationship between these two leadership systems within Higher Education and recommend some constructive ways forward.
Download the full article below
| sleepingwiththeenemy salmon angood 2013_preprint.pdf |
Published version now also AVAILABLE HERE
Copyright © 2013 British Educational Research Association. This is the pre-peer-reviewed version of the following article: Salmon, G., & Angood, R. (2013). Sleeping with the enemy. British Journal of Educational Technology, 44(6), 916-925. doi:10.1111/bjet.12097. This pre-peer reviewed version may vary substantially from the final, published version which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/bjet.12097/full
More Journal Articles
- Salmon, G., Nie, M., and Edirisingha, P. (2010). Developing a five-stage model of learning in "Second Life". Educational Research, 52(2), 169-182. doi: 10.1080/00131881.2010.482744
AVAILABLE HERE - Salmon, G. (2009). The future for (Second) Life and learning. British Journal of Educational Technology, 40(3), 526–538. doi:10.1111/j.1467-8535.2009.00967.x.
AVAILABLE HERE and Open HERE - Edirisingha, P. and Salmon, G.K. (2009). iPodology: The new kid on the block. Lifelong Learning in Europe. 3,153-60
AVAILABLE through Research Gate HERE - Salmon, G., Jones, S., & Armellini, A. (2008). Building institutional capability in e-learning design. ALT-J Association For Learning Technology Journal, 16(2), 95-109. doi:10.1080/09687760802315978
AVAILABLE HERE - Short, N., Maddison, J., Mantis, P., & Salmon, G. (2007). Veterinary e-CPD: A new model for providing online Continuing professional development for the veterinary profession. Journal of Veterinary Medical Education 34(5), 689-694
AVAILABLE through Research Gate HERE
