Evolutions of Carpe Diem for learning design

Authors

  • Julie Usher The University of Northampton
  • Sheila MacNeill Glasgow Caledonian University
  • Linda Creanor Glasgow Caledonian University

DOI:

https://doi.org/10.21100/compass.v11i1.718

Keywords:

learning design, digital learning, open education practice

Abstract

This paper presents a comparative case study from two UK universities that contextualises their use of the Carpe Diem Learning Design methodology.  The aim of the case study is not to share an evaluation of the Carpe Diem process per se, as both institutions are confident in the validity of the design process it scaffolds. Rather, it explores the different contexts, institutional drivers and evolutions of the original process in both institutions: supporting the development of online programmes at Glasgow Caledonian University, and blended programmes through the CAIeRO framework (Creating Aligned Interactive educational Resource Opportunities) at the University of Northampton. It then shares common challenges and opportunities; in particular the use of Carpe Diem to support open educational practice. The aim is to contribute to an ongoing collaborative narrative around the processes involved in implementing and embedding a formal learning design process such as Carpe Diem.

Author Biographies

Julie Usher, The University of Northampton

Julie Usher is a Learning Designer at the University of Northampton. Her main focus is on supporting staff in developing taught programmes and modules using active, blended learning approaches. She also works on critical pedagogy, accessibility and support for early career academics. Julie is a Fellow of the Staff and Educational Developers Association (SEDA).

Sheila MacNeill, Glasgow Caledonian University

Sheila MacNeill is a Senior Lecturer in Digital Learning at Glasgow Caledonian University. Currently working in the Academic Development team, supporting staff in developing their use and understanding of digital technology to enhance practice in learning, teaching and assessment. Current Chair of the Association of Learning Technology (ALT)

Linda Creanor, Glasgow Caledonian University

Linda Creanor is Professor of Digital Learning at Glasgow Caledonian University. She leads the strategic implementation of Digital Learning across the curriculum, underpinned by scholarship and research. Linda is co-chair of ALT Scotland, and a Principal Fellow of the Higher Education Academy.

References

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Published

04/24/2018

Issue

Vol. 11 No. 1 (2018): Compass: Journal of Learning and Teaching

Section

Case Studies

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