Looking ahead to what this unit might serve me for the rest of the course, and beyond it has initiated two points I wish to briefly cover here as potential thoughts for my Action Research Project. It has sparked interest in the situated spaces of academia, teaching, learning, and the higher education institute — the two […]
Category: UNIT 01
As I’m reflecting on the first unit of the PgCert, I realise that the conversations that I’ve had have throughout these few weeks have been the most revelatory thing. At times they’ve felt utterly profound. I will name a couple of instances. One came in the discussion that served as my observation with my tutor. […]
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Observing a peer
Session/artefact to be observed/reviewed: Creative Making: Advanced Visualisation and Computational Environments – MSc Creative ComputingSize of student group: 60ish (we very rarely get the full cohort in class)Observer: Greg Orrom SwanObservee: Mahalia Henry-Richards Part One Observee to complete in brief and send to observer prior to the observation or review: What is the context of this session/artefact within […]
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Being observed by a peer
Session/artefact to be observed/reviewed: 3D Scan & Render / Polycam & Blender Size of student group: 10–15 Observer: Marysia Tańska Observee: Greg Orrom Swan Part One Observee to complete in brief and send to observer prior to the observation or review: What is the context of this session/artefact within the curriculum? — This session is a part of a […]
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Tutor observation
Session/artefact to be observed/reviewed: Creative Portfolio WorkshopSize of student group: 10–25Observer: Linda AloysiusObservee: Greg Orrom Swan Part One Observee to complete in brief and send to observer prior to the observation or review: What is the context of this session/artefact within the curriculum? How long have you been working with this group and in what capacity? What are the […]
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Case Study 03
Assessing learning and exchanging feedback Contextual Background Within my teaching context three main challenges I have within summative assessment on MA User Experience Design, LCC, are outlined below: Due to the scope of this text, I will focus on the first point. I feel an emotionally and psychologically challenged by marking summative assessments without really being […]
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Case Study 02
Planning and teaching for effective learning Contextual Background The challenge I am wishing to explore is how to massively reduce over-delivery and over-explaining transmissive teaching in my Creative Portfolio Workshop (prep sheet and exhaustive slides in addendum). I intentionally hope to increase student engagement and participation through active learning rather than passive listening in lecture […]
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Case Study 01
Knowing and responding to your students’ diverse needs Contextual Background I teach repeated lessons across 22 MA + BA courses in the SDT at LCF. For example, in autumn 23/24 I was teaching the same 3hr session 2/day, once a week, for 5 weeks. In each session the cohort is different: they have varied abilities, experience, […]
After reading Allan Davies’ (2012) paper, I am reflecting on assessment and assessment criteria. I must admit that (except for the first couple of times I marked student work) I’ve always quite enjoyed what the ambiguity of assessment criteria affords — how the written assessment of submitted work varies slightly between tutors as perceptual opinions […]
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Microteach Reflection
In my 20min microteach session, I potentially over-planned — but I wanted to take the opportunity to teach something totally new. Perhaps because of boredom in my everyday teaching, as Linda and I discussed in a tutorial, but also because I wished to utilise the brief where it says ‘teach something new or different’. I […]