A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context

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 c...

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Autores principales:	Gilly Salmon, A. van der Merwe, A. Schoonwinkel
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2020
Materias:	programme renewal carpe diem methodology learning design creative collaborative groups threshold concepts authentic assessment catalysts watershed moments sustainability “future-proofing” south africa Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/be602e0c78b64bc084cba0da55530abd
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spelling	oai:doaj.org-article:be602e0c78b64bc084cba0da55530abd2021-12-02T22:43:33ZA ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context2311-1550https://doaj.org/article/be602e0c78b64bc084cba0da55530abd2020-07-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/392https://doaj.org/toc/2311-1550This 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.Gilly SalmonA. van der MerweA. SchoonwinkelCommonwealth of Learningarticleprogramme renewalcarpe diem methodologylearning designcreative collaborative groupsthreshold conceptsauthentic assessmentcatalystswatershed momentssustainability“future-proofing”south africaTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 7, Iss 2, Pp 127-141 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	programme renewal carpe diem methodology learning design creative collaborative groups threshold concepts authentic assessment catalysts watershed moments sustainability “future-proofing” south africa Theory and practice of education LB5-3640
spellingShingle	programme renewal carpe diem methodology learning design creative collaborative groups threshold concepts authentic assessment catalysts watershed moments sustainability “future-proofing” south africa Theory and practice of education LB5-3640 Gilly Salmon A. van der Merwe A. Schoonwinkel A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
description	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.
format	article
author	Gilly Salmon A. van der Merwe A. Schoonwinkel
author_facet	Gilly Salmon A. van der Merwe A. Schoonwinkel
author_sort	Gilly Salmon
title	A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
title_short	A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
title_full	A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
title_fullStr	A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
title_full_unstemmed	A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
title_sort	‘watershed’ for educational transformation: deployment of carpe diem learning design methods in a south african context
publisher	Commonwealth of Learning
publishDate	2020
url	https://doaj.org/article/be602e0c78b64bc084cba0da55530abd
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A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context

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