It’s nearly 18 years since the concept of Carpe Diem learning design was born on a dark night in Glasgow…
The methodology is called ‘Carpe Diem’—meaning ‘seize the day’. Carpe Diem Learning Design was established around the year 2000 as a small Research and Development initiative using agile project development to design innovative student-centred courses whilst simultaneously and rapidly building academic staff confidence and capability. It actively and successfully promoted and encouraged team work, especially across faculty, technologists and librarians (Sputore et al., 2016).
From around 2005, Carpe Diem was built upon by a UK Higher Education Academy-funded project, ADELIE (Advanced Design for e-Learning Institutional Embedding). It was actively championed by adoptees in many countries and disciplines. The process has been highly effective in positively impacting on the experience of on-campus, blended, MOOCs, and distance and online learners and the staff who lead change and development (Salmon & Wright, 2014).
Photo by Jimmy Chang on Unsplash
Every university in the world is exploring fast effective ways to transform teaching. I think one good way forward is through the MASSIVE INTRODUCTION of VIDEO (MIV). Not just recording lectures but much much more!
Video is a key pathway towards ‘Education 3.0’, where learners are creators of knowledge and the boundaries of traditional educational structures are blurred.
Here I explore some of the ways we are introducing video for transforming our students’ experiences at the University of Western Australia (along with acquisition of a sparkling new Enterprise Video Management system, EVMS).
Learning Management Systems (LMS) and Virtual Learning Environment (VLE) are used to mean more or less the same thing. For example, the term LMS is used for Blackboard Learn in Australia and VLE for the same system in the UK. As I’m in Australia today, I’ve used the term LMS in this blog.
For me, LMSs are like keystone species of biological ecosystems. Keystone species play a crucial role in maintaining the balance of an ecosystem, which would collapse if that species was removed.
Web & Education Parallels
One way of conceptualising the development of the World Wide Web (Web) is as an evolution from transmissive (1.0) to social (2.0) then 3.0 (semantic). The big changes from Web 1.0 to 2.0 are not the technology so much as the way it’s used. We can map the slow development of higher education to a similar continuum.
Education 1.0: a one-way process
Since the establishment of ‘modern’ universities, students have attended a physical place in order to be at university. The campus (from the Latin for ‘field’) and its buildings are important. Education 1.0 students received information supplied in the form of a ‘stand-up’ routine from a member of academic staff, often lecture-dominated, perhaps with handouts and textbooks.
Hence, in Higher Education 1.0 students were consumers of information and resources that were transmitted to them for their study. Assessment was typically exam based. Only if students became researchers, later in their academic careers, then the results of their activities contributed back to the knowledge corpus