To help students at the beginning of their journey on GB&I BA (Hons) during the first unit they study in their first year. Each student has an individual tutorial with a formative assessment so that they have an idea of how they are getting on. They are given a mock grade for various areas of their project and bullet point feedback with a list of what they need to do to improve their submission.
Ultimately this unit is only graded pass or fail until the students are aligned in their learning experience but it gives them a good indication of how they are getting on.
Examples of the formative Assessment feedback form
Having completed the PgCert I wanted to continue my research and develop a workshop using the prompt cards I created with students from my own course and across the Design School at LCC. I relooked at my ARP presentation and without the 10 minute time limit I added in extra slides to explain my thinking, show my research process and present some of the final set of cards.
I was asked to run a workshop using the cards with third year students working on their Final Major Projects on GB&I. I wrote and designed a slide deck to explain the background to my project, introduce them to responsible design practice and give them the deck of cards to work with.
I’ve sent both pdfs to the colleagues I interviewed for my ARP project along with Course Leaders for other undergraduate programmes including the new Climate Justice BA (Tons). I have had a lot of interest in running this workshop during the Summer term which I am thrilled about to develop and refine the resource I have created.
While studying for my PgCert I was also asked to research, write and create a series of workshops for GB&I BA (Tons) students. These included a series of Attainment sessions based on the Learning Outcomes of Enquiry, Knowledge, Process, Realisation and Communication with an aim to reduce the Attainment gap on out course. I also designed and taught Masterclasses on Brand Tone and Typography that were part of the students Final Major Project.
Included from Block 1 Knowledge – What is a Brand? Process – Comp Shop Communication – Ways to Communicate
Included from Block 2 Process – Type as Image Writing Retreat Brand Voice Masterclass Typographic Masterclass
How can I embed a sense of social purpose (through making) into the course I teach on – GB&I BA (Hons)?
Introductory text from Unit 1 of the PgCert in Academic Practice
My name is Sarah Mansell. I’ve worked as a graphic designer for 23 years, graduating from Kingston University and studying for a post graduate laureate at the Jan van Eyck Akademie in the Netherlands. I began my career in corporate branding & literature while teaching at LCP. I’ve specialised in retail design for the last 15 years working as the deputy to the Head of Design at Marks & Spencer. My professional experience informs my teaching on Graphic Branding & Identity BA (Hons) and Professional Practice a cross-school unit undertaken by all second year students at LCC.
As a Mum to three young children I am particularly interested in compassionate pedagogy and how to implement it into my teaching practice. I am also an insulin dependent diabetic since the age of 4 and feel passionate about disability, inclusivity & access for all.
Bell, J. and Waters, S. (2014) Doing your research project: A guide for first-time researchers. 6th edition [electronic resource]. Maidenhead: Open University Press. https://www-vlebooks-com.arts.idm.oclc.org/Vleweb/Product/Index/154563?page=0 (Accessed: December 2023).
Fine, M., Torre, M. E. Essentials of Critical Participatory Action Research (2021)
Willis, J.; Edwards, C. (2014) Action Research: Models, Methods, and Examples. Charlotte, NC: Information Age Publishing, Inc.
Dawson, C. (2009) Introduction to Research Methods: A practical guide for anyone undertaking a research project (Fourth Edition). Oxford: How To Content.
Cohen, L., Manion, L., & Morrison, K. (2012) ‘Chapter 12: Sampling’ in Research Methods in Education. Routledge: London BERA (2018) Ethical Guidelines for Educational Research
Kara, H. (2015) Creative research methods in the Social Sciences: A practical guide. [electronic resource]. Bristol: Policy Press. Available at: https://ebookcentral.proquest.com/lib/ual/detail.action?docID=6193498
(Accessed: December 2023)
Cook, T. (2009) ‘The purpose of mess in action research: building rigour through a messy turn’, Educational Action Research, 17(2), pp. 277-291.
Taylor and Francis (Journal) Educational Action Research: Connecting Research and Practice for Professionals and Communities. Print ISSN: 0965-0792 Online ISSN: 1747-5074 https://www.tandfonline.com/journals/reac20
Gray, C. and Malins, J. (2004) Visualizing Research: A guide to the research process in art and design. [electronic resource]. ‘Chapter 5: Interpreting the map: methods of evaluation and analysis’ in Visualizing Research: A guide to the research process in art and design. Farnham: Ashgate. Aldershot: Ashgate https://www- vlebookscom.arts.idm.oclc.org/Vleweb/Product/Index/15872]
Vaughn, S., Schumm, J. S., & Sinagub, J. (2013). Why Use Focus Group Interviews in Educational and Psychological Research? In Focus group interviews in Education and Psychology. Thousand Oaks: Sage. https://methods-sagepub com.arts.idm.oclc.org/book/focus-group-interviews-in-education-and-psychology/n2.xml
Ellis, C., S., Bochner, A,. P. (2006) Analyzing Analytic Autoethnography: An Autopsy. University of South Florida. Journal of Contemporary Ethnography. Volume 35 Number 4.
Wilson, B. (2020) Disorientation as a Learning Objective. Applying Transformative Learning Theory in Participatory Action Pedagogy. Sage.
Bury, J. (2018). Non-Hierarchical Learning: Sharing Knowledge, Power and Outcomes, Journal of Pedagogic Development, Volume 7, Issue 1, p.32-51 Retrieved from https://core.ac.uk/download/pdf/153536466.pdf (Accessed January 2024)
Freire, P. (1994).Pedagogy of Hope. New York, Bloomsbury Academic.
Stewart, T. T., & McClure, G. (2013). ‘Freire, Bakhtin, and Collaborative Pedagogy: A Dialogue with Students and Mentors.’ International Journal for Dialogical Science, p.92-108. Applachian State University.
Hooks, B. (1952-2021). Teaching Critical Thinking, Practical Wisdom. Browns Books for Students. Publisher: London: Routledge, 2010.
Chatfield, T. (2018) Critical Thinking: Your Guide to Effective Argument, Successful Analysis and Independent Study. London: Sage.
Parsons, D. (2017) Demystifying evaluation: Practical Approaches for Researchers and Users (Social Research Association Shorts) Bristol University Press.
Lury, C., Wakeford, N. (2012) Inventive methods, The Happening of the Social. Routledge.
Kiger, M., E., Varpio, L. (2020) Thematic analysis of qualitative data: AMEE Guide No. 131. Taylor & Francis. Published online.
Wakeford, T., Sanchez Rodriguez, J. (2019) Participatory Action Research: Towards a more Fruitful Knowledge. Connected Communities. Foundation Series. University of Bristol / AHRC Connected Communities.
How can I embed a sense of social purpose (through making) into the course I teach on – GB&I BA (Hons)?
Professional Practice Unit, a cross school programme for al year 2 students.
The question I posed allowed me to explore and experiment with mixed methods research, connect with staff and students to learn more about how they felt and most importantly to me, I got to make a creative outcome to answer the question I had posed at the beginning of my Action Research Project. I also learnt how to analyse my data and importantly, I got to experience what life is like as a student at LCC. I used the digital print space to produce my artwork, found how frustrating it can be to use Orb to book the facilities available and how wonderful and kind the technical staff are in our college and all they do to help students fulfil their desires. I learnt how to pay for my printouts – something I have since been able to share with my year 1 students who are just completing the first unit of their undergraduate degrees. I attended a Risograph induction workshop, used print finishing on several occasions to cut, trim and shape my cards. I spent time in the library, reading and writing my blog posts. I visited the shop to get advice on what paper I could print on in Risograph but most importantly, I spent my time doing something that I really wanted to do and learnt a lot as both as a researcher, a creative and an educator at LCC.
I shared my prompt cards with my year 2 students who study across the School of Design in BA (Hons) courses including Art direction, Design Management, User Experience Design & Illustration and Visual Media. They experienced my cards and filled in a questionnaire to give me feedback and help me consider my next steps. Their thought included the following.
‘It feels sometimes that Ual talk about sustainable practise, but don’t execute it in the classroom – it just feels like greenwashing. These cards are asked direct questions which I can apply to my project, they’re very useful.’
‘These prompts make me think about my projects differently, they remind me to stay true to my own values and ensure I’m not producing more trash the world doesn’t need.’
‘As an architecture student there’s a lot of information in the question that I would need to think about as one of my projects goes along.’
‘These questions help me reflect myself from a different perspective. Each question has a certain depth of thought, closely relating to the collective framework.’
I feel that their feedback was mostly positive, although I understand that I am approaching them for their thoughts from a position of power as their tutor. For my next steps I would like to try my cards out in more workshops and share them with GB&I staff for their input and feedback. I would love to get my colleagues to use them in suitable workshops with students, to review how they work in situe and amend them if required. I would also like to see if I can apply for funding to continue and develop my project and perhaps publish packs of these cards for distribution. I would like to consider designing some packaging for the set and perhaps add a dice to heighten the sense of play through the gamification of the experience. In all, this has been an incredible learning journey both in the theory & knowledge I have gained as a researcher and through the practical creative experience of designing, making and being a student at LCC.
Thank you for this opportunity and I will hope to apply for the MA in Academic Practice later this year. I have thoroughly enjoyed my time and all that I have learnt during the PgCert, I feel I am at the start of a new journey of learning which I feel really excited to continue.
I attend a final group tutorial, there are three of us with Liz Bunting, I find that these are always worth attending as I invariably learn something new or discover a different way of thinking about my project. One of my colleagues presents her work, this reminds me that when I speak next Monday, I need to introduce myself and say; ‘My name is Sarah, I teach on Graphic Branding and Identity (BA honours) at LCC. My starting point for this project was an Away day conversation I had with colleagues from my course.’ In the presentation I need to talk about my research methods – questionnaires, interviews and workshops. Be clear that I used mixed methods of research to experiment, including arts based and qualitative research. I attended the Carbon Literacy course as a starting point for my project as did Nina. Remember to present some key findings from my thematic analysis of the data I collected. Reflect on the experience and what I have learnt as part of my presentation, give a summary of my findings – which I need to update and complete this week. I can also include my next steps, which will be to try all my cards out in a workshop and explore funding. Consider my options to develop the project. Add the pedagogy. Nina’s presentation is fantastic, she has created a game connected to sustainability through our ever-growing digital footprints. She presents the game in a single slide; I suggest she adds a video of the game to show it in action or interaction with a user. She also presents what parts of the Action Research cycle that she has achieved – this is brilliant and very clear. It makes me think about adding participatory arts-based methods to my presentation, we are advised that we can choose any – just make sure we add something. Remember to conclude with what I have learnt from this experience; how will it change my practise? – an important question and one I need to consider. Include Helen Kara’s book on creative research methods – a quote. Mention key scholars in my presentation. Liz encourages us to ground our research, present my mixed methodology in both my blog and the presentation, the participatory research methods I used in the workshops I created. Use a scholarly framework eg. ‘I based this on’ add a quote or reference to a theoretical arts-based method and the qualitative drawing student workshop. I experimented with difference research methods – surveys, questionnaires, interviews – a qualitative or different method depending on what you did.
I spoke with.
Staff during two interviews and two student groups via two workshops.
I had eight students in workshop one
I had six students in workshop two for a focus group discussion,
I analysed the data thematically, scholarly – draw on what you’ve used, who you’ve researched. For example… I’ve gone about analysis following Lorraine Clarke I’ve thematically analysed the triangulation of data, traditionally you would show the data for each theme rather than the method. Present what I’ve done – collected data via workshop interviews and questionnaire activities, what worked for me. Write a reflection. mentioned how I’ve grown. For my presentation, make sure I add the method and mixed research: participatory and arts-based student workshop, group discussion, interview staff. I analysed look at all text I collated thematically and show this through a storyboard, my mapping of, what is the story I want to tell. Make an action planning priority list, if I have time to do… Look at my calendar, when can you squeeze things in, block it out. Look at my reading list for example the Clarke book A practical guide to thematic analysis. Make sure I ground what I’m doing in the theoretical, fill in the form for my presentation, have a good framework for my presentation Focus on what is the most important aspect of this at its heart. What do I need to say? I will be assessment by two people in my presentation and on my blog. Two markers will agree on a grade and key aspects on feedback with the first marker putting it into my assessment form, if I have any questions emailed my tutor. My practice run of my presentation in December as my last tutorial with Tim and my group was enormously helpful. It made me realise I was yet to add my research method, data and analysis of what I discovered from the workshops and interviews. These are my tasks for the final week of my ARP. I have already printed my physical outcome in 2 different formats, now I need to finalise my presentation and complete all my blog posts.
On a beautiful, sunny winter’s morning we find ourselves as a cohort at Chelsea School of Art. We meet in the most incredible wood panelled meeting room; I join my colleagues and friends for their final presentations of the Action Research Projects. It’s a pleasure to hear them speak and see the diverse range of subjects that they cover in their ten-minute talks. We are reminded that this is a summative assessment, to make sure our blogs are live and to complete the feedback form as a project summary. Ten colleagues present, they have ten minutes each, five minutes for the audience to consider questions and ten minutes in dialogue with us. We are reminded to try and enjoy the process, the PgCert is coming to an end. Be supportive and ask questions with kindness, to help the presenter talk about anything they may have missed in their presentation, for example background reading, evaluation methods or peer assessment process. The first speaker Denise adapted a time management tool the Eisenhower Matrix for students with ADHD, this is a social justice issue about disability. Affective pedagogy, sensory integration – how to embed this in relation to the growing number of students on all courses? Joe talks about a non-hierarchical collaborative exercise, embodied analysis (Bury 2018) He talks about traditional education as being hierarchical, whereas contemporary education is more about learning together. I find this fascinating. Francesco’s project is about decolonising fashion and textile brief, the mass displacement of people, the hostile environment the UK government promotes for refugees. His students work with refugees in a collaborative process, Francesco is an educator and activist, using his lived experience of migration, to challenge his positionality and privilege. His project is stunning, using qualitative data analysis involving
Participant observations
Evaluative questionnaire
Thematic analysis
Michiko’s project ‘Surviving I, surviving we’ explores using self in creative and intellectual practice. She interviewed her colleagues about the ethics of using self, as an art historian writer and teacher on the BA honours performance making course, students use their lived experience, cultural backgrounds, over sharing then other students get triggered. She asks – what extent do we ask students to over share? Collaborative ethnography, an interpretive and immersive approach. Boundaries in a pedagogical context. A framework, objective, objectivity, perspective, detachment, recontextualization, reframe, rewrite, design.
Lucy’s ‘Waste not, want not’ project is more connected to my own, she looked at sustainability and materials within the curriculum, social enterprise projects. Her project was based on the core values of sustainability, her question came from an observation. As a educator she champions material circularity with her students. Encouraging them to create socially engaged designs with the hope of embedding social principles into her students. Learning by doing – the transformative power, empowerment. Students as active participants, use them involve them in the project as a methodology. Participatory Action Research, an approach that engages the participants to be involved and want social change.
PAR methodology
Workshop
Focus group
Participant observations
Social change by empowering groups
She created a framework, collected discarded materials – these became her data set, a physicality. Lucy wanted equal partners with the students (James Bury) Using collected materials to make something that everyone would benefit from – a cleaning kit for participants to use in the studio space they worked. This was an outstanding presentation that I really enjoyed. Particularly the idea of using physical objects, the discarded as a data set.
In the afternoon Eleni presented ‘the leftovers’ she introduced herself as a studio space, my name is D305. It is a huge studio space but not very welcoming. ‘Find a place you trust and try trusting it for a while’ Immaculate Hearts College Arts Department. Corita Kent 1962. How do we belong together? Celebrate diversity and difference. The leftovers in a studio space is not what’s put in the bin, it has value but it’s not valued enough to take home. Richard Serra – leftovers contextualised. ‘Oblique approaches to knowledge’ Anti-ethnography, indigenous cosmologies. Method as intervention. Data analysis, agency, access as a support, display. Her conclusion was that other things that happened, people started to put things on the wall as a communication method.
I attended a Risograph induction with MA students where we learnt about the printing process. The machine works like a photo copier and screen printing combined. A master is created of your design, first using one colour and then using a second, you can only print a maximum of two colours at a time. We learn about what gradient to use on the prints and the thickness of paper that the printer will accept. How to change the cartridges of colour, what colours are available and how to run scrap paper through the printer to build up the colour on the plate to produce our artwork. At the end of the induction, I manage to book a session to print to print my designs via Orb next week. I am so thrilled I will be able to do this. I have only printed using Risograph once before when I manged to attend a workshop in Canada online. During Covid. Then we also learnt about the technique and how to set up our artwork to be able to print via Risograph – designs must be set in black with the lighter colour of the design printed first. I then emailed my designs the course tutor. A few weeks later I received in the post an envelope containing one of everyone’s designs who had attended the workshop. It was a joyous experience. I can’t wait to use my new knowledge and print my creative prompt cards via Risograph at LCC.
Digital printing my prompt cards.Print finishing, trimming my prompt cards and completing them with curved corners.
Risograph printing induction.Setting my masters to print my prompt cards using Risograph printing.Final set of prompt card designs created using Risograph printing.
Above are the various design stages of my visual prompt cards from my initial visual concept to the artwork for both digital printing and Risograph printing which require quite different forms to produce.
Checking through my e-mail I suddenly notice the possibility of a group tutorial which is almost over. I log on and managed to speak to Rachel, which is really helpful as I have a few outstanding questions. We discuss the requirements I still need to complete to finish my blog and presentation. Rachel talks about including the rationale for my methodology, put it into context for my project. For example: I chose thematic analysis because of X. Methodology – narrative, reasoning and reflections. For my methodology what were the strengths and weaknesses for example, my question didn’t work. Talk about what did or didn’t work throughout my Action Research Project. For me it was the need to talk to my participants, to engage them in my process and be able to create the most interesting and varied data. Use the blog writing session – respond to the questions posed in a post. Add some into the conclusion for my project. I put all my writing into a Microsoft Word document before I post my text. Consider Social justice and refer to the brief requirements in terms of the Action Research Project To submit I must have blog posts and a presentation – have you go. Include my methodology and methods – have one baseline and more than one for each section. Include multimedia resources in my bibliography such as blogs posts, books, podcasts, YouTube videos, articles online. Signpost, underpin my thinking and its conclusion that I come to via process – document all of this. Use my blog as a discussion space – expand on what I’ve done. Use my teaching and PgCert peers – support them to share more. Rachel suggests I do a practice run of my presentation with someone who has done the PgCert or I could ask Matt and Sandra? My colleagues from GB&I who are also undertaking the PgCert this year. I was fortunate to try an initial proposal for my presentation in my last tutorial with Tim. It was clear what was working well – the initial stages of my project and where I need to add both text and my thinking to explain my research methods, data collection & analysis and finalise with a conclusion to my project – my final set of cards along with my thoughts on this experience.
