23rd January with Chris Rowell, Linda Aloysius and Tim Stephens.
Our first session in person, it was lovely to meet my classmates. Having introduced ourselves online, I felt an immediate familiarity through the conversations we had already had. They felt like colleagues rather than strangers. As an icebreaker we were given quotes on different aspects of education to discuss. Posing the questions – Who do we imagine saying it? What does it mean to me? In what ways do I agree/disagree? What do you think are the implications of this belief for teaching practice? ‘Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.’ We discuss, there are no right or wrong solutions especially in an art institute. It’s ok for teachers to say ‘I don’t know’ open debate, this is not necessary expected by students. We agree the importance of questions, how do we encourage international students to question, mix cultures – smaller groups? There are no teachers & learners – we are all in this together. Students may have different cultural experiences, non-Eurocentric, it’s interesting for the whole class to hear & discuss their point of view. We can use fear as a driver for critical thinking, to get out of our comfort zone. It’s part of the process of being human. Find a balance – what is ‘risk’ – it’s different-to-different people, create psychological safety in the teaching space. What is ‘love’ in the context of teaching? It’s a risk to show a passion. something you feel strongly about, creative risk as a metaphor for growth. Attention to the learning environment can nurture growth. There is an element of trust in getting to know your students. ‘Love is running towards’ Create a safe space so students feel they are able to take risks, and trust us in that process. How do you do this especially with online teaching? We discuss sensory learning, artefacts building knowledge through the senses: touch, sound, smell give a broad learning experience, not just reading. The practice of making and co-creation as a model for development.
We focus on selecting examples from our teaching practice to illustrate and evaluate our approaches to planning, teaching and assessment. Planning for learning across several levels: whole course, session and individual activities. We are asked to bring an activity, lesson plan or artefact to discuss. I took in my Moodle page for the Self-Initiated Project I run with half of the final year cohort for GB&I BA (Hons). As a course we redesigned our Moodle pages during the summer period so that rather the facing ‘the scroll of doom,’ students could see each week as a block of colour to ideate where they should be in their learning journey throughout the unit. The structure of this is based on the framework for innovation – the Design Council double diamond approach. The four pillars of Discover, Define, Develop & Deliver to structure the creative journey through the unit. I also took in a thumbnails storyboard of one of my Attainment workshops, breaking down a four-hour session and a template I put together from a session I hosted brainstorming primary and secondary ways to conduct research. As a class we filled in a template with ideas that the students can use as reference for future design projects. Along with an Attainment worksheet I created for students to complete ‘How to name a brand’ as my artefact. We discuss Ben’s course and the lack of self-awareness first years have, they are assessed on technical skills, free thinking, originality and voice. Critical reflection, there is a single moment in their learning journey where something changes for them. We discuss improvements for the LSF brief Kyinat shares with us containing complex language – could a peer group glossary of terms be included, that students add to on Moodle?
Learning Design Workshop
We are asked to work independently, creating a mockup poster presentation of the possibilities for redesigning our artefact. Referencing the Design toolkit with a focus on the redesign of the question or assessment outcome. My SIP structure is student centric but requires them to do all the work. Narrating the journey, sensory as a methodology. It’s a critical, theoretical framework for their practical assessment, but poses questions – What is research? What can we use as research? How can it be documented? – The answer: play, investigate, explain a curiosity. a student journey requiring physical planning, Use padlet to define your experience, What do you know? We discuss the shock of independent learning for students entering higher education. Could we promote this further? I remember a colleague gave our students a talk about his MA experience at Ual. He created a visual diagram to show timetabled classes and then superimposed a second slide showing independent study and how much he was doing on a weekly basis – it was a lot, brilliantly conveyed for the students to gain real understanding of the time they would need to commit to a course. Independent study is hard without semi-permanent studio space to use as one’s own. Learning from other students in an invaluable experience. Within the double diamond students love research but need time to take risks and be able to fail.
We discuss the gamification of learning about finance. As an educator in my group is looking for a more engaging way to teach her fashion students. We suggest presenting case studies of businesses that have failed. pre priming, asking students to do a task before they come into the classroom as a pre session activity. Students primed before a lecture, think about session before participating they learn a lot more, priming – such as bringing something to the session, collaborative. Post session is also valuable. Consider how I could use this in my teaching. We have a discussion on others posters presented. Remember the importance of constructive alignment, what I propose must be followed up in assessment. The process from assessing documentation, holistic – written & portfolio of evidence. What is research and how do we document it? Show knowledge. A personal experience will always resonate with someone. As teachers we are here to guide. A UK art education system encourages individual thinking whereas Chinese students will not have had that experience. The importance of transparency in marking, criteria, think about your method. Think critically how you are studying/learning – this is interesting as both a teacher and now a student. I write a lot of notes by hand, then reflect as I type them up. This process helps me review my position, but it is very time consuming. We discuss how the double diamond is linear which is not the experience of creating a design project, there are many ups and downs – perhaps the model could be 3D to show how messy and nonlinear the process can be. Show that it’s also ok to loop back into research. My unit structure needs to reflect on the peaks and troughs of the process as more circular than linear and reflect the importance of independent study.
Teaching formats & strategies.
We go on to consider the benefits and challenges of different teaching strategies for both a lecturer and student.
1. Teaching in large groups.
2. Teaching in smaller groups.
3. Teaching 1:1
4. Critique.
Large group teaching a workshop or seminar, capture a larger audience, less interaction, harder to keep engaged. Need to build in elements of student interaction to help them understand. How do you get students to speak up – ask them directly, rather than hands up? Pick someone, once someone has spoken others will join in. As an icebreaker ask how is everyone feeling? I only started teaching during lockdown but noticed my colleague would get the class to post an emoji to communicate their emotion in that moment – it was a light way to engage and start a class online. Use simple questions. Students can fear being judged, an anxiety of being asked as question in front of everyone, it’s easier for them to speak to their peers, avoid the hierarchy of the tutor standing, students sitting. Language can also be a barrier. Historically in a lecture students are expected to listen. Value interaction, the importance of the layout of the room, can everyone see the person delivering the lecture. Instant feedback, memetic tools such as online the anonymous whiteboard, how could this work in the real world? With paper? Split a group into 2? Provide snacks? In person teaching has the benefit of the energy of the room, feeling part of a collective community. It’s humanised, make the experience personalised to explain why something is of interest to me, can make it more interesting for students. Get students to laugh with you, online you need strategies to keep everyone going. In LCC the unplanned moments, conversations in the corridors, can spark a starting point for a project that is impossible to recreate online.
Small group, learning: you can’t always measure your peers, how have they communicated/interacted? Use post it notes, feedback, present their work, replicating professional experience with a client or job interviews. Plan experiences such as no speaking, look at each other’s work and write feedback as a framework. Reminder: feedback needs to be constructive. You could ask students to write the rules, be kind, don’t make your responses personal. As an educational framework consider what worked or could be improved. Small group teaching, contains an intimacy, focused on collaboration, easier to change your teaching approach & subject. Students have agency with more accessibility to the tutor. It’s easier to raise issues. Challenge group dynamics, it can hinder the seminar experience if you have a group of close friends – a challenge as the teacher. You may have a group if international students, with one isolated, consider cliques and friendships. As students have more access, we can feel overwhelmed with out of hours emails.
Somethings don’t get taught for example, how do students learn independent study? teachers are not taught how to manage small or large groups.
One to one is more bespoke and personal, getting to know each other. pastoral care, issues that can affect learning. I had a wonderful email from a student last year after she had graduated “I just wanted to thank you for the constant support this year, and for all of your help. I have really enjoyed having you as a tutor, and your kindness has really helped me through all the hardship I have faced this year! Aside from that you have been super helpful with feedback and critiquing my work and it has been a pleasure to be able to take your advice and better myself as a designer.” It was the most wonderful gift. Its less intimidating, students must respond, they can’t hide behind a group. build their confidence and self-esteem. Presentation skills allow for tailored feedback. But its time consuming, lack of parity, time limitations, loss of peer learning, can blur the tutor student dynamic, it’s good to balance 1:1 with group chats. Can benefit expert knowledge if the tutor has it.
We discuss that the tutorial policy is not pastoral but that is what it has become. CSM bias women will take on more pastoral care duties. Be vigil how much you are being asked to do. On some courses, pastoral tutorial is separate from work, seen as ‘well-being’ tutorials, we have to create boundaries, students trust us but we don’t always have the skill set or training. You can invite a member of the counseling team to offer student support. Mental health first aiders. I feel a duty of care as part of my professional responsibility but others in our session are very opposed to this. If you are unsure, we are advised to send an email to our line managers or course leader to document what is happening, – be transparent in communication, something told in confidence. Have a buddy for difficult conversations. Where do you draw the line? Students email problems on a Saturday night requiring urgent action. It is a grey area and down to the individual. Personal decision or choice. each on a professional, individual judgement.
Critique – flexible, allowing for outside feedback. Students get multiple opinions, assessment criteria, develop pitching and presentation skills as part of their professional practice. but can make student feel pressure to feedback in front of their peers, which can be on their presentation rather than the work.
On reflection a combination of these approaches seems to offer our students the best learning opportunities but be open to considering them all.
