Microteaching: Object based learning

Participating in an object-based learning activity was a fascinating component of our unit journey, transforming us into genuine students within the classroom setting. This session, slated for 20 minutes per participant, involved five of us, including our tutor. As a student in a vulnerable position, I experienced a mix of nerves and excitement.

My task, titled “We are the inspiration to everything in the WORLD,” prompted participants to view themselves as objects. As we being online batch, I wanted to show them objects but yet understand without the “touch or feel”. I was initially bit sceptical if this would work? But got the guts to try out when people try to do Object based learning without objects in the room (Orgill, S, 2024)

And I presented the following images (Figure 1) to creatively match it to themselves. What I expected of them is to identify these devices as Input, Output and Process (left to right) and match it their input sensory organs, output sensory organs and brain respectively.

The first component to the left is a temperature sensor (input) which senses the environmental temperature like our skin senses the weather outside, the second was buzzer (output) which produces sound to indicate something alarming similar to we shout out in case of fire, the third was the microcontroller (Processor) which decides when to sound the buzzer when temperature heats up beyond threshold similar to our brain which decides and communicates to us as “fight” or “flight” based on the surrounding inputs.

However, the activity didn’t unfold as expected. Despite my briefing, participants struggled to grasp its objectives, leaving me disappointed. Their confusion prompted a valuable reflection on what went well and what didn’t. Feedback from participants highlighted the enthusiasm for exploring new concepts but emphasized the need for clearer instructions. They suggested that concise guidelines, articulated on-screen, could enhance engagement and comprehension.

Participant one noted the ambiguity within the task, calling for more explicit instructions and enhanced engagement among peers. Participant two appreciated the opportunity for novel experiences but suggested introducing key terms upfront to alleviate confusion. Participant three valued the freedom to explore without pressure but desired more interaction with peers. Participant four praised the activity’s productive uncertainty but urged for clearer learning outcomes.

Reflecting on my observations, I recognized a shortfall in understanding participants’ diverse backgrounds, particularly those from arts disciplines, who struggled to relate to the presented concepts. This oversight resulted in a ripple effect, hindering overall comprehension. To address these issues, I resolved to share relevant documents in advance to better align expectations.

However, despite these challenges, the experience served as a valuable learning opportunity. It inspired me to digest the feedback constructively and refine my approach. Subsequently, I successfully implemented similar activities in recent classes, leveraging participant engagement and feedback to achieve greater success.

In conclusion, while the object-based learning activity initially presented challenges, it ultimately fueled growth and improvement. By embracing feedback and refining my approach, I navigated setbacks to foster a more engaging and enriching learning environment for all participants involved.

References:

Orgill, S (2024) How we incorporate Object-Based Learning into the online classroom at the ASCC. UAL PGCert Cross Programme Lecture series. 24th January 2024.

Reflections around Learning outcomes, Learning objectives and outcomes assessments

When experimenting with my blogs, I was struck by a series of questions: “Are we doing things right?”, “Who measures if we are doing the right things?”, “Are the students really benefiting from all these?”, and “Are there any evidence for these?”. It became clear that many researchers are actively seeking answers to these questions, providing some insight into the matter. The article by Addison (2014) pushed me to delve deeper into the question of whether we are effectively fulfilling our roles. However, it also made me realize that while we cannot dismiss Learning Outcomes as an assessment criterion entirely, we need to avoid allowing the bureaucracy of outcomes and assessment to overwhelm both teachers and students, as highlighted by Davies (2012).

My proposal is to incorporate Learning Objectives as the central focus of the design and assessment process, sidelining outcomes, which should depend on individual learners’ capacity and potential. This approach draws inspiration from several key points in Addison’s article, particularly the emphasis on Cultural Historical Activity Theory (CHAT) and its focus on objectives rather than outcomes, the role of the teacher as a mediator, and the collaborative nature of the learning environment.

Implementing this proposal within existing systems poses challenges, including skepticism from stakeholders accustomed to traditional approaches. Despite my reservations, exacerbated by Powell’s critique of outcomes assessment, I remain committed to exploring alternative methods. Powell’s inquiry into the effectiveness of outcomes assessment raises valid concerns about the lack of empirical evidence supporting its efficacy (Powell, 2011). His correspondence with the chair of a PhD program in assessment and measurement in the country, at James Madison University, asking if she could direct him to any controlled studies. The reply from her read as follows, “Your search for the holy grail and disappointment in finding it is fairly widespread.” And it further mentioned as there were careful work around to do outcomes assessment testing on students at orientation and as sophomores and juniors at an annual Spring Assessment Day, and further wrote as she too believes that the best comparison is with over selves over time, and one can document progress in a variety of ways.”

In conclusion, I am dedicated to challenging conventional practices, embracing vulnerability, and fostering meaningful discussions to drive reformation and transformation in education. While uncertainties persist regarding the effectiveness of outcomes assessment, I am motivated by the potential for progress through thoughtful experimentation and reflection.

References:

Addison, N. (2014) Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation. International Journal of Art & Design Education, 33(3), 313–325.

Davies, A. (2012) Learning outcomes and assessment criteria in art and design. [online] 17 March 2024. http://arts.brighton.ac.uk/projects/networks/issue-18-july-2012/learning-outcomes-and-assessment-criteria-in-art-and-design.-whats-the-recurring-problem

Powell, J. (2011) Outcome assessment: conceptual and other problems, AAUP Journal of Academic Freedom, Vol. 22, No. 2 [Online], 17 March 2024. https://www.aaup.org/sites/default/files/Powell.pdf

Reflections about Task on Marking Matrix

Reflections are purposeful only when you pay attention to it- Kayalvizhi Jayavel

This task was the toughest, in my opinion, throughout this unit. The reason being it molded me to be more empathetic than before and also channeled me to realize how difficult and painful it would be for the students throughout the learning process. I tried to create a marking matrix for one of my units for the undergraduate course and would like to reflect on my observations throughout the process and try to communicate them to the reader. As it is an undergraduate Level 4 unit, “Data Representation and Visualization,” it had five assessment criteria to be mapped from, namely inquiry, knowledge, process, communication, and realization, to the learning outcomes, which are as follows:

LO1: Evidencing a reflective engagement with a diverse range of groups and communities (Inquiry)

LO2: Using a range of visualization techniques to reveal aspects of and perspectives on data of different types (Process)

LO3: Critically considering the way visualizations privilege information in different ways and encourage different forms of interpretation (Communication)

Having these details, I attempted to create the Marking Matrix (A and C grades only) with the support of the learnings I acquired from the article “Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation” by Addison (Addison, 2014). Few points I considered to formulate Table 1 based on the reading are:

• Lessening teacher idiosyncrasies

• Encouraging deep approaches to learning and ownership

• Ensuring students learn by doing

• Ensuring purposiveness, among others.

Though this was not provided to students this block, but I evaluated this during a casual discussion with my students, they said they liked these kinds of specific checklists and wanted it to be developed for all grades and all units. Though this task could have been attempted for other Grade levels, the time and word count restrictions were reasons why that is a not attempted, but will take this up in near future

References:

Addison, N. (2014). Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation. International Journal of Art & Design Education, 33(3), 313–325.

Powell, J. (2011) Outcome assessment: conceptual and other problems, AAUP Journal of Academic Freedom, Vol. 22, No. 2 [Online], 17 March 2024. https://www.aaup.org/sites/default/files/Powell.pdf

Reflections from my Readings

Reflections are meaningful only when you pay attention to it- Kayalvizhi Jayavel

All my teaching for around 20 years has been with engineering universities, and I don’t have any experience teaching at any arts schools. So, I took every opportunity that came up through the workshops to hone my skills to give my best to the arts students. One such occasion was reading articles and discussing them among fellow participants. I was fortunate to have chosen to read the article “The Design Critique and the Moral Goods of Studio Pedagogy” by Jason K. McDonald and Esther Michela from Brigham Young University, USA. After reading it, I felt fortunate that I had decided to read it among the other articles. The reason being a fan of “critical reviews”, that article resonated well with my thoughts. In fact, it even broke open the little hesitation I had to try it in my new workspace at UAL.

The takeaways from the article, I would like to list as follows:

Crux: Critique is essential but should be done with care, and findings from the research (6 Participants) confirm the importance of exercising moral good for critiques and the positive impact on participants.

My Learning: Though there may be habitual ways of responding fueled by historical/cultural backgrounds, efforts should be put in for informed choices to be exercised. Gradually, it becomes a natural process and easy to practice.

How do I relate?: Though the article was in the context of Design Studio Instructors, I could relate to it when writing feedback to my students in Assessment Briefs.

My Inspiration: Also, findings revealed “interest in studio forms of teaching and learning is growing outside the fields of design” (p. 1), which at this university includes areas such as public relations and law. (McDonald & Michela, 2019). This is a clear message to me that I can also try this in my classroom.

Challenges: I found there may be some challenges I might have to address when following the critique approach, namely colleague’s disapproval, being looked down upon, students being unwilling to collaborate, community standards conflicting with students’ learning experiences, job insecurity, feeling like a middle child, frictions, etc. But I would like to draw inspiration from these lines of Arao and Clements: “Rather, we propose revising our language, shifting away from the concept of safety and emphasizing the importance of bravery instead, to help students better understand – and rise to – the challenges of genuine dialogue on diversity and social justice issues,” to adopt the critique approach and address the above challenges with bravery instead of succumbing to the fear of being judged.

References:

Arao, B. & Clemens, K. (2015) From safe spaces to brave spaces. In: The Art of Effective Facilitation. Stylus, pp. 135-150

McDonald, J. K., & Michela, E. (2019). The design critique and the moral goods of studio pedagogy. Design Studies, 62, 1–35.

Before and After: Reflections around Workshop 1

Reflections are visible only when you pay attention to it- Kayalvizhi Jayavel

Everything was new for me as I had recently moved to the UK, and I was quite unfamiliar with the education system here. The only way I had to learn things was by trial and error, reading documents, or talking to people. Once again, I felt like a student, realizing how important it is to guide students systematically as they might also face similar challenges coming from mixed backgrounds and diverse cultures. Time went by with no real solution as to how I was going to cope, and that’s when I decided to register for the PgCert program. It was during the first day of PgCert “Workshop 1” that I felt the answers to my questions started unfolding. I see this journey as a systematic “Table of Contents” of a book where after every session, there is an incremental understanding of the HE sector.

I aimed to capture in this essay what it was like before and after Workshop 1. A few of the questions I already had were: Why am I asked to complete a course on “Equality, Diversity, and Inclusion”? It sounded a bit odd, as I felt these were things which are simple and I knew it all. To be honest, I completed it, but I wasn’t really sure how useful it was until I attended Workshop 1 of PgCert. It’s the same scene, but each one observes it differently. I felt my hanging dots started connecting and gave me answers under three sections: Icebreaker session on Equal Participation, Activity around Social Justice, and Arts Pedagogy Reading.

Lesson 1: Coming from an Engineering background but teaching Arts students requires a different way of engagement and interaction. I have started including similar icebreakers in my units and observed how effective this simple technique is to return to moods comfortably.

Lesson 2: I thought social justice was a bigger term, and it is the responsibility of governments and policymakers to take control of it. But after retrospection of what was learned from the class, I felt that every day in class, this needs to be assured. But still, I am working out ways of how consciously I can get this to the classrooms and beyond.

Lesson 3: I read an article titled “The Design Critique and the Moral Goods of Studio Pedagogy” as part of the reading task and found out how important critical feedback is to one’s growth. Though this technique invites mixed opinions and criticism for the practitioner, I wanted to try it myself, which I introduced under the Assessment Feedback. To my surprise, students had the courage to take it in the right sense and improve. But I understood we should also be willing to accept similar comments if offered back. Sometimes ego gets in the way, and we should consciously attempt to overcome it for the greater good.

In conclusion, when you are clear with your questions and ask the right people, you have the answers. But what hinders one’s growth is how willing one is to accept and change.

Reference

McDonald, J.K. and Michela, E. (2019) ‘The design critique and the moral goods of studio pedagogy’, Design Studies, 62, pp. 1-35. Available at: https://doi.org/10.1016/j.destud.2019.02.001

• Action Research Project
• Blog Posts
• Main Page
• Uncategorised