Carpe Diem MOOC:Practical Lessons Learnt- Berlin, Online Educa 2014

Inside the Carpe
Carpe Diem MOOC:
Practical Lessons
Learnt
Professor Gilly Salmon
Professor Janet Gregory
3/12/2014
Carpe Diem MOOC OEB 14
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MOOC Aims
1. Enable more educators to design for online and blended
learning through the Carpe Diem methods
2. Embed experience of the Carpe Diem learning design process
3. Provide an engaging online experience for educators
4. Enable opportunities for collaboration and support
5. Explore MOOCs as means of expanding knowledge for
translation to practice
(Salmon, Gregory, Lokuge-Dona and Ross, 2015, in press)
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Stage 1:
Write Blueprint
Stage 6
Action Plan
Stage 2:
Create Storyboard
Stage 5:
Review &
Adjust
Stage 3 Build
Prototype
Stage 4
Check Reality
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Carpe Diem
Learning
Design
Methodology

Carpe Diem MOOC: Plan
• 6 weeks: March – April 2014
• Blackboard Coursesites
• Based on well researched and tested learning
design process (Salmon, 2013; Salmon, 2014;
Salmon and Wright, 2014) and
• Research based pedagogical models (Salmon
2011,13)
• Developed by team in Learning Transformations
Unit at Swinburne University, Melbourne,
Australia
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Map of participants
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Participation Rates
No. of Participants registered
1404
No. of participants started
1029
No. of participants accessing course at the end
332 (32% of those that started)
No. of Participants that earned all the badges
181 (17.3% of those that started)
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The CD MOOC Survey (N=155):
Gender Distribution
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Level of Education
14% 78% 8%
Bachelor Degree
Postgraduate
Other
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Exploring the MOOC Matrix
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Key Lessons Learnt
• Design: scaffolding, activities
• Interaction, collaboration & group work
• Facilitation
• Technologies
• Resources & materials
• Badges
• Professional development
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Pedagogical Design and
Scaffolding
•Scaffolded learning - 5 stage
model pedagogical framework
(Salmon, 2011)
•E-tivites to promote
interaction
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E-tivities
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MOOC Groups
Group name Number of
groups
Crab 6
Dolphin 5
Jelly Fish 8
Lobster 8
Octopus 8
Penguin 8
Seahorse 8
Total 51
Average 28- 30
participants
allocated to each
group
Facilitator for each
group
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Facilitation
• 5-8 groups per facilitator
• Trained as e-moderators
• Light touch
• Personalised to groups
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Technologies for Interaction
• Emails
• Announcements
• Videos
• Discussion forum/board – groups and community
• Collaborate
• Social media – Facebook and Twitter
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Resources & Materials
• Scalability: resources available for use/re-use
• Videos available through Swinburne Commons
• Carpe Diem resources: booklet, templates
• Links to websites and articles
• Creative commons
• ReUse
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MOOC Materials
• Investment in developing MOOC so aim for re-use of materials
• Success overall of MOOC itself
• Option of offering again in 2015
• Significant learning for the team
• Use of resources for Carpe Diem workshops
• Integration of MOOC materials into Graduate Certificate in
Learning and Teaching - ongoing
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Digital Badges available
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2.2: Look and Feel 3.1: Storyboard 4.1: Create an E-tivity
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5.1: Reality Check 6.1: Action Plan Carpe Diem Badge

Digital Badges
• Designed to motivate and reward
• 6 Badges – badge for each week (2-6) plus final Mozilla Open
Badge
• Achieved on completion of task – verified
• 30.7%* of participants earned first badge
• 17%* earned all badges, including Open Badge
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Professional Development
• Teams from different universities
• Worked on own units
• Opportunities to utilise MOOCs to support professional
development
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Research Findings:
the Learners’ Experience
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Survey Respondents
• 155 participants responded to the survey,
of these
• 78% hold post-graduate qualifications
• 90% worked in education sector
• 67% female
• 29 Participated in interviews
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Interaction, Collaboration &
Groups
• Survey respondents typically enjoyed collaborating
and sharing with peers:
—“liked the community discussion forum which expanded the
discussion to the whole learning community instead of a small
group”
• Respondents appreciated the diversity of the
learning community cohort:
—“enjoyed the international quality of the participants”
• Some found collaboration difficult, however:
—“collaboration was very poor, although the general community
forum compensated for that”
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Interaction and Collaboration
• Sustained collaboration with others could be
challenging due to high dropout rates:
—“there was an ...attrition of members and so there were fewer
and fewer participants to draw on to collaborate and learn
with/from”
• Respondents appreciated the group discussions:
• “group discussion was the most useful way for my
learning”
• Some respondents found the big cohort
confronting and intimidating:
• “the MOOC Community forum [was] too big and
impersonal”
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Group Work
• Group discussions perceived as valuable
• Key challenge of sustained collaboration
due to attrition
• “The few team members who remained
kept me engaged”.
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The Learners Experience:
Research Outcomes
Social Media – Generally positive. Objections are:
• Many respondents did not see value in social media as contributing to
their learning outcomes. Instead it was taking away valuable time from the
course work. see also (Davies et al., 2010).
• Some participants expressed confusion at the range of online
communication channels available. See also (Knox, 2014).
• Some respondents reluctant to blur social and professional identities
using social media. See also (Aghili et al., 2014; Land & Bayne, 2008;
Veletsianos & Navarrete, 2012).
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The Learners Experience:
Research Outcomes
Badges as motivators
• While it was participants’ intrinsic motivation
that ultimately drove them to complete the
course, badges served as extrinsic motivators
that gave participants the final push needed to
achieve their desired outcomes.
• Initial distrust and dislike towards badges
amongst participants later transformed into
interest and even competitiveness in earning
badges.
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Digital Badges
• Designed to motivate and reward
• 6 Badges – badge for each week (2-6) plus final Mozilla Open
Badge
• Achieved on completion of task – verified
• 30.7%* of participants earned first badge
• 17%* earned all badges, including Open Badge
• Research evidence
• Motivational element (extrinsic motivation)
• Applicable to practice (adaptability of badges into teaching
practice)
* % of students that started the MOOC
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Survey responses to the question
(n=155):
“did you enjoy earning badges”
Response %
(Strongly) Agree 74.4
Neither Agree Nor Disagree 18.5
(Strongly) Disagree 7.1
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Survey responses to the question
(n=155):
“Would you use badges in your
practice?”
Response %
Yes 72.4
No 13.8
Answer not given 6.9
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• The CD MOOC has the potential to successfully
influence or embed the Carpe Diem process into
a participant’s teaching practice.
• Many respondents plan to use what they had
learnt in the MOOC for their own teaching
practice, with some stating that they planned to
promote the Carpe Diem method or the
pedagogical frameworks to other teaching
professionals in their collegial circles.
• Intentions to share knowledge may indicate that
the MOOC was successful in disseminating the
Carpe Diem process, and have positive impacts
on academic practices in future.
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• Value of being a learner in the online environment
• Applicability of e-tivities and learning design model to practice
• 81%* agreed e-tivities were engaging and worthwhile
• “learning about the Carpe Diem process will be useful for my day
job when it comes to designing online courses and helping
teaching staff design them themselves”.
• Team participation
* of the 155 survey respondents
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• Survey respondents engaged positively with the Carpe
Diem learning design process and particularly enjoyed
the practical hands-on approach of learning by doing.
• Some admitted that participating in e-tivities improved
their teaching practices.
• Respondents gained valuable knowledge of the Carpe
Diem process, and were looking forward to using it in
their own future design of online courses, and further
disseminating the Carpe Diem process to others in their
professional circles.
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Facilitators
• role of online teacher or e-moderator has a major influence on
learners flexibility and achievements (Dawson, 2010; Ruey, 2010;
Salmon, 2011)
• e-moderator guidance has been shown to positively affect online
student discussion and participation (Cho & Kim, 2013; Darabi,
Arrastia, Nelson, Cornille, & Liang, 2011; Yuan & Kim, 2014)
• to scale up for Carpe Diem MOOC light touch moderating adopted –
did not work well.
• A stronger focus on the design of e-tivities and how they mediated
interaction could compensate for this.
• A clearer understanding by participants of the Five Stage Model
adapted to a MOOC may alter the participant expectations in
relation to e-moderator activity and their own role in mediating
interaction.
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About carpe diem learning
design
• www.gillysalmon.com/carpe-diem
• contact
• jgregory@swin.edu.au
• gillysalmon@uwa.edu.au
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Acknowledgements
Thanks to:
Blackboard and CourseSites
Swinburne Commons
Swinburne ITS
Swinburne Library
Swinburne Marketing
Learning Transformations Unit
Special thanks to:
Dr Kulari Lokuge Dona
(Principal Learning Technologist)
Carpe Diem is based on original research by Prof Gilly Salmon at the
Universities Glasgow Caledonian, Bournemouth and Anglia Ruskin. It was
developed further at the Universities of Leicester, Southern Queensland,
Northampton and Swinburne University of Technology.
See E-tivities 2nd Edition 2013 www.e-tivities.com Chapter 5 gives full
details of Carpe Diem.
Website for Carpe Diem, handbook and papers:
www.gillysalmon.com/carpe-diem
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References:
Antin, J., & Churchill, E. (2011). Badges in social media: A social psychological
perspective.
Cho, M.-H., & Kim, B. J. (2013). Students' self-regulation for interaction with others
in online learning environments. Internet and Higher Education, 17, 69-75.
Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive
presence in asynchronous online learning: a comparison of four discussion
strategies. Journal of Computer Assisted Learning, 27(3), 216-227.
Davies, C., Chase, A.-M., Good, J., & Spencer, D. (2010). Research and development
to support the next stage of theHarnessing Technology Strategy. The Learner and
their Context. The technology-based experiences of learners as they approach and
enter the world of work. A report for Becta: University of Oxford.
Dawson, S. (2010). ‘Seeing’ the learning community: An exploration of the
development of a resource for monitoring online student networking. British Journal
of Educational Technology, 41(5), 736-752. doi: 10.1111/j.1467-8535.2009.00970.x
Grant, S., & Shawgo, K. E. (2013). Digital badges: An annotated research bibliography
v1. Retrieved 20 June, 2014, from http://hastac.org/digital-badges-bibliography
Gregory, J., & Salmon, G. (2013). Professional development for online university
teaching. Distance Education, 34(3), 256-270. doi: 10.1080/01587919.2013.835771
Contact: Janet Gregory, jgregory@swin.edu.au
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References
Knox, J. (2014). Digital culture clash: “massive” education in the e-learning and digital cultures
MOOC. Distance Education, 35(2), 164-177. doi: 10.1080/01587919.2014.917704
Lokuge Dona, K., Gregory, J., Salmon, G., & Pechenkina, E. (2014). Badges in the Carpe Diem
MOOC. In Rhetoric and Reality: Critical perspectives on educational technology. Paper presented
at the ASCILITE Conference, Dunedin, New Zealand.
Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning.
British Journal of Educational Technology, 41(5), 706-720. doi: 10.1111/j.1467-
8535.2009.00965.x
Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.). New York
and London: Routledge.
Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). New York and London:
Routledge.
Salmon, G. (2014). Carpe Diem - a team based approach to learning design Retrieved from
http://www.gillysalmon.com/carpe-diem.html
Salmon, G., Gregory, J., Lokuga Dona, K., & Ross, B. (in press). Experiential online development
for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology.
Salmon, G., & Wright, P. (2014). Transforming future teaching through ‘Carpe Diem’ learning
design. Education Sciences, 4(1), 52-63.
Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in
online courses. Journal of Computer Assisted Learning, 30, 220-232. doi: 10.1111/jcal.12042
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