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

Autor/inn/en	Salmon, Gilly; van der Merwe, Antoinette; Schoonwinkel, Arnold
Titel	A "Watershed" for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
Quelle	In: Journal of Learning for Development, 7 (2020) 2, S.127-141 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Educational Change; Teaching Methods; Intervention; Instructional Design; Foreign Countries; Action Research; Universities; Educational Improvement; Sustainability; Futures (of Society); Creativity; Performance Based Assessment; Strategic Planning; Accountability; Curriculum Development; College Faculty; Teacher Workshops; Teacher Attitudes; Teacher Collaboration; Student Needs; Faculty Development; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Projektforschung; University; Universität; Teaching improvement; Unterrichtsentwicklung; Nachhaltigkeit; Future; Society; Zukunft; Kreativität; Leistungsermittlung; Strategy; Planning; Strategie; Planung; Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Lehrerverhalten; Lehrerkooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01