If you have listened to any (or all) of these interviews / discussions we would love to hear about what you think.
The main reason for this project is to enable academics to discuss the thinking behind their course design and how this develops and becomes interwoven into digital spaces. To explore and reflect on this journey and how it then informs future iterations.
We are really interested in how listening to others’ stories has informed your own teaching and learning – and are keen on your views on how this project could be further developed.
Key Quotes: “our students’) aspiration is to become media professionals within the sports environment” … “Love of and a real passion for sport is the common currency everyone who comes on to the course should “( have” … “…it’s a very vocational course. It is actually pretty competitive out there … and the ones that ‘buy in’ to the course really get that” … “I come to it from a very practice based background. I’m here to impart my experience and knowledge of how to do the job – with the team and guest speakers” … “It’s their (students’) site; they’re responsible for filling it with good quality sports journalism – whether that’s written, video, podcasts – and we want them to be proud of it … ” … “One of the messages we try to impart – it’s all about standing out – making yourself stand out!” … “(with ‘Elephant Sport’) as in the professional media environment you will have people checking through your work, sub-editing it, helping you to make it better and helping you to become a better sports journalist through that process” … “two of my students this year went off together up to Birmingham to interview the British Middleweight Champion who’s just about to fight for a World Title … they came back with a very good video package … and it will look fantastic in their portfolio!” … “… it’s about the work (students) do – so that when they come out of the course at the end of the final year … they’ve got work they can show off and be proud of!”
“I’m currently working on integrating my face to face with my online courses” … “I use ‘Workflow’ for all face to face classes as well – not just online courses” … “looking at developing that further possibly with the use of some social media” … “I’m looking at setting up some kind of Instagram where the students can be connected – face to face and online, I think that would be very inspirational especially for complete beginners” … “this year I have students from El Salvador, Japan, Nigeria, Russia, France, Italy” … “I would like to be able to connect my old students with my new students” … “what I have started to do is I am trying to deliver both (face-to-face and online courses) in exactly the same way and so far I think it’s working” … “there’s quite a few face to face students who decided to continue with online courses and now I’m having online courses who are coming to my face-to-face courses” … “you seem to be in constant communication with online courses and maybe you are building a stronger relationship” …
Key quotes: “they were really proactive people and really engaged in the face to face sessions and this was also reflected in the portfolios” … “the enthusiasm or how coherent the portfolios have been reflect how the cohorts work socially” … “effectively they are producing a sort of website” … “by using it (Workflow) for their own purposes they (academics) see how they can apply it to the way they work with students” … “many want to retain a copy (of the ePortfolio) and use it – and they get very excited about that” … “you realise what a powerful research tool it is”.
Jennifer Williams-Baffoe, Online Fashion Tutor and CSM’s Technology Enhanced Learning (TEL) Coordinator
Teaching and learning themes: pure online courses; the differences between face-to-face and online teaching; preparing for online teaching; online methodologies and technologies; TEL within an Art and Design University.
Course name, level – Online Short Courses: ‘Fashion Marketing’; ‘Fashion Manufacturing’; ‘Starting your own Fashion Label’; ‘How to start your own pop-up shop’ plus ‘Fashion Business Practice’ (Summer Course).
College – Central Saint Martins (CSM)
Student numbers – each 8 week online short course has 12-20 students
Digital Space(s) used and discussed: ‘Workflow’ ePortfolio (Mahara based); BB Collaborate; Moodle; Process Arts
Key quotes: “it’s very different working and teaching online – you have to have a different way of thinking” … “in terms of the material, you need to be able to break it down; you need to have differentiation in the lesson” … “it’s bite sized teaching and can reach a wider audience” … “as technology enhanced learning coordinator, I have to look at the pedagogical side of learning and teaching in a digital way – and how we marry that with what’s going on at Central Saint Martins” … “I’m not what you would call a techie person – I’m one of these people that like to experiment – I’m as comfortable in front of a computer as I am in a classroom working on a mannequin and can happily switch from one to the other” …
Key quotes: “I’m a firm believer that you are not constrained by the walls of the traditional studio … “; ” … one should engage carefully with social media … these means of communicating what we do to the outside world that allows us to connect to people … from different subject backgrounds”; “our cohort has grown from a largely female participation between seventy percent up to ninety five percent in a couple of years”; “most people speak between two to four languages on the course”
Tim Morgan, Learning Technologist
Teaching and learning themes: low residency; synchronous and asynchronous online learning; international collaboration
Course name, level – MA Arts and Cultural Enterprise – Level 7
College – Central Saint Martins
Student numbers – 50 (35 in Hong Kong; 15 in London)
Digital Space(s) used and discussed: Moodle +
Key quotes: “We’re very keen on the human contact and in creating a sense of community”; “This Masters Course is much more about business, theory; the art world – you are not tied to a particular building or space”; “This course is the interface between us and the students – it has to be a great experience; there’s been a lot of effort put in to meet that!”; “This is an expanding area for the university”.
Georgia Steele, Programme Leader; Tim Meara Curriculum Co-ordinator
Teaching and learning themes: research skills, reflective practice.
Course name, level – Foundation
College – Central Saint Martins
Student numbers – 600
Digital Space(s) used and discussed: Workflow
Key quotes: “we quickly recognised the potential (of Workflow) as a space for critical practice and writing …” “ now pretty strong evidence to support more international students getting higher grades now because of the ways in which they are now working …”
Matthew Hawkins, Senior Lecturer
Teaching and learning theme – Developing research skills.
Course name, level – BA (Hons) Photography
College – LCC
Student numbers – 278
Digital space(s) used and discussed – Workflow
Key quotes: “The practice of uploading research and experimentation into Workflow by individual students enabling them to share it in tutorial groups with their peer group has been exciting in a way of promoting peer learning, debate and discussion about individuals’ ideas … “
Sarah Day, Acting Course Leader
Teaching and learning themes: sharing and showcasing work, including securely with industry partners.
Course – BA (Hons) Footwear
College – London College of Fashion (LCF) Cordwainers
Student numbers – 155
Digital space(s) used and discussed – Workflow
Key quotes: “When you’re working with an industry partner it’s very difficult for them to come to the college on a regular basis and provide feedback to students – to have a live link that they can login to , see the work and keep up to speed with what the students are doing is endlessly useful”