Gilly Salmon

Presents an action‑research case where a university used an intensive, institution‑wide Carpe Diem intervention to catalyze program renewal across all faculties. Documents sustained impacts over subsequent years and offers recommendations for scaling collaborative learning design for transformation.

Surveys the evolution from Education 1.0 to 3.0 and projects Education 4.0 in light of the Fourth Industrial Revolution. Using higher education as the lens, the paper argues for future‑ready curricula, assessment and learning design that blend human teaching with technology and AI to build graduates’ employability and societal contribution, aiming to spark dialogue and preparedness for rapidly changing contexts.

Reports on a MOOC designed to immerse educators in the Carpe Diem learning design process. Analyses participants’ motivations and experiences and argues MOOCs can serve as authentic professional development to shift teaching practice toward active, well‑designed online learning.

Examines how learners in a learning‑design MOOC used Facebook and Twitter alongside the LMS. Identifies diverse preferences: some benefited through networking and knowledge sharing; others resisted social media. Recommends context‑sensitive integration of social tools with formal online courses.

Proposes a practical framework to capture and model complex strategic processes that advance online and blended learning in universities. Introduces a four‑quadrant innovation model and illustrates its successful implementation to guide institutional change toward sustainable, evidence‑based digital learning.

Describes the Carpe Diem learning design process as a scalable, collaborative, two‑day workshop methodology that rapidly builds academic capability for student‑centred, technology‑enhanced learning. Presents evidence of impact and argues Carpe Diem is a viable alternative to traditional staff development for accelerating curriculum transformation.

Tests the applicability of Salmon’s Five‑Stage Model—access and motivation, online socialisation, information exchange, knowledge construction, development—within Second Life. Across three disciplines, findings support the model’s relevance for sequencing support and activity design in virtual worlds.

Explores the educational potential of 3‑D multi‑user virtual environments such as Second Life. Identifies trends and opportunities for collaborative, creative learning spaces, avatar‑mediated identity and presence, and links with other learning technologies, and highlights research questions for future study.

Argues that e‑learning must be embedded within broader institutional change strategies. Introduces a four‑quadrant model to conceptualize and steer innovation, showing how leadership, culture, technology, and pedagogy interact to move universities from piecemeal adoption to sustainable transformation.

Reporting outcomes of a two‑day international workshop, this paper frames online teaching from competency, humanistic, and cognitive perspectives and advances a competency‑based approach. It proposes a starting point for defining online teaching competences associated with interaction and networked technologies and discusses implications for specifying, assessing, and developing online teaching capabilities.