![[The University of Leicester]](unilogo.gif)
Addressing Common Challenges
Moving from where we are to where we want to be.
Carpe Diem works with and supports academic course teams systematically in terms of pedagogic design, production and presentation.
| Where we are | Where we want to be |
|---|---|
|
Modules are usually allocated to individual tutors or external consultants |
A team approach to learning design |
|
Individuals ‘write’ their DL course materials in silos, with little collaboration or support |
Teams design courses rather than ‘write materials’ |
|
Production is content-focused, with little understanding of sound DL pedagogy or learning design |
Pedagogical, technical and library support available from the start Content is just one component of the course; pedagogically sound tasks (or ‘e-tivities’) are central to all designs |
|
There might be resistance to using high-quality resources developed by others |
Existing high-quality content such as open educational resources are integrated into courses |
|
Printed versions of materials are often shipped to DL students at great cost |
Printing costs are reduced through smart uses of technology, including e-book readers |
|
Modules are ‘delivered’ to students, who work entirely at their own pace and require personalised, expensive support throughout the course and fail to benefit from peer input |
Structured, participative task-based collaboration provides DL students with focus and cohesion
|
|
Some tutors may lack basic e-moderating skills |
Tutors are skilled e-moderators |
|
‘Cohorts’ may not operate as such; structured group work can be minimal or non-existent |
‘Flexible cohorts’ maximise the impact of tutor input and peer collaboration |
|
Assessment is very traditional |
Assessment is considered right from the start of any design process Assessment is innovative and capitalises on the online work carried out during the course |
|
Pedagogical innovation is largely under-utilised |
Good practice in DL informs on-campus learning and teaching |
|
The affordances of technologies are not fully exploited |
Appropriate technologies are embedded within sound, consistent learning design |
|
Associate Tutors are on a range of different contracts with different responsibilities |
Associate Tutors’ contracts, responsibilities, skills and support are agreed and consistent |
|
Learner isolation increases and retention drops |
Increased learner motivation and retention through peer interaction |
