Please use this identifier to cite or link to this item:
|Title:||Carpe Diem: Seizing each day to foster change in e-learning design.|
|Publisher:||Institute of Education, University of London|
|Citation:||Reflecting Education, 2008, 4 (1), pp. 17-29.|
|Abstract:||The ADELIE project (Advanced Design for e-Learning Institutional Embedding) has been at the heart of change in e-learning design at the University of Leicester since October 2006. This article presents the findings of research into the pedagogical change process experienced by academics as a result of ADELIE’s interventions. ADELIE’s key lever for change is a discipline-specific two-day workshop for departmental course teams called Carpe Diem. The workshop generates, facilitates and disseminates incremental change in technology-enhanced course design. Prior to Carpe Diem, most course teams place emphasis on the transmission of course content via the institutional virtual learning environment. As a result of the Carpe Diem intervention, focused, structured online activities become central to the course re-design process. Post-Carpe Diem designs evidence a shift towards interactive and collaborative approaches to learning. This change is having a positive impact on the experience of on-campus, blended and distance learners. This article presents the results of research into pedagogical change in approaches to e-learning through analysing the impact of Carpe Diem on participants’ e-learning designs.|
|Description:||This paper was published as Reflecting Education, 2008, 4 (1), pp. 17-29. It is available from http://www.reflectingeducation.net.|
|Appears in Collections:||Published Articles, Beyond Distance Research Alliance|
Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.