I am a HPL first-year design tutor, currently looking after a year group and responsible for assessment. The assessment conducted on my course is summative and students are expected to submit all their work at the end of each unit. The students in the first year come from a range of different backgrounds and educational backgrounds (as mentioned in case study 1), with some used to the expectations of HE and some are not.
Evaluation
When new to a different way of study, students can struggle to manage their time and can get overwhelmed with the workload.Despite getting regular feedback throughout the term in their design sessions, the emphasis on the summative assessment at the end can feel like a lot of pressure with the focus is on the grade, rather than the work completed.
Moving forward
In the first instance, and something that I have already been doing, is to try to add in some ‘mini’ deadlines and formative assessment points. One formative assessment point prior to a big break (Winter or Spring) as typically in our unit structures, the students are expected to come to the first session following this break with a fully developed design proposal that they have selected to make.
Secondly, to make use of technology such as Padlet, scheduling in deadlines for the students to upload certain pieces of work for feedback. Based on the student’s timetable, create four ‘mini deadlines’ in which the students can upload work to a Padlet or similar technological software for tutor feedback. By introducing the mini deadlines, it will help the students to break down their workload into manageable chunks during the term, as well as offering them feedback on how the work could be improved, inspired by ‘Assessment Patterns’ [M.Russell, 2010]
Explore formalising assessment points for each of the elements required for submission by the brief rather than one big summative assessment point at the end. Proposal: A sketchbook, a portfolio, and a technical file/product development record and the outcome [M.Russell, 2010]. Each element would have its own assessment point and date, with feedback written specifically for the element submitted resulting in individual grades that would then be totalled up/balanced out utilising a tool. (Perhaps this could be done in collaboration a fellow peer on the PGCERT, who’s currently developing the GDC Unit 8 grader).
Finally, after researching the impact of introducing pass/fail as ‘compassionate feedback’ [Hill. V Et al, 2023] consider if it could be beneficial to students in their first year. An idea is to make each area of submission pass / fail so that the pressure to ‘grade chase’ is removed as they enter a new format of study. Evidence suggests raised anxiety when grades are re-introduced, to combat this, we could introduce a final summative deadline at the end of the year. It could be that the students put together and submit a portfolio of the work they are most proud of (and that they know is already a ‘pass’ standard) to get a final grade, this would be designed to prepare them for the re-introduction of a graded system for the rest of their studies.
To conclude…
I believe based on my research as mentioned above that these steps would be a healthy way of introducing the students to a new educational system compassionately.
‘Over 20% of the creative labour force are neuro diverse’ [Charles Freeman and Becki Morris] as opposed to 14% of the general population, this is not considering the percentage of people that are undiagnosed– which would lead to the assumption that a high number of students are neurodivergent. However, as most educational materials and course structures have been developed over time by neurotypical brains and for neurotypical brains, it can overlook the needs of neurodiverse students, and be based upon a ‘medical model’ rather than a ‘social model’ of ‘disability inclusion’ (UAL Disability Inclusion Toolkit, 2024)
Evaluation
As first year HPL year and design tutor, I have limited time with my students to fit in the required learning materials for design process, combined with relatively short briefs and time on each project. The workload that the students need to complete can feel overwhelming to most, and the overlap of different topics and learnings can be especially challenging for students with neurodiversity as well as the general population of new students. These factors can lead to the students feeling overwhelmed and sometimes resulting in them disengaging with the course material.
Moving forward
Ensure that I am mindful of how many activities are included in each session – focusing on a basic methodology to include an ice breaker / small exercise to get students tuned in and able to focus on the greater task at hand. Then, an activity showcasing what part of process learning / facilitating a hands-on task to enable students experience in activity. If showcasing examples, ensure backgrounds are clear, with visual rather than text heavy referenced (if text used, highlighting key words and sentences) and including multimedia for varying needs. Also ensure that it is sent out via e-mail to be printable / translatable for students. Finally ensuring students are aware that they can record the activity / presentation if it will help them with their learnings (Based on UDL Guidelines and UAL Disability Toolkit)
Be present and on campus once a week (contract permitting) so that students can check in with me about their work even if they do not have scheduled activity.
In the case of overwhelm / being unable to process and work on multiple areas of their projects, offer a weekly check in outside of classroom, via video link or face to face, to ensure learning is being understood and that they don’t disengage with the process. This will allow workload to be broken down into smaller more manageable chunks.
Encourage students to make use of technology to enhance and support their work e.g. running written evaluations through ai tool such as chat GPT and asking it to improve spelling and grammar for the pasted text.
In the case that English is not a student’s first language, encourage them to write in their own language if it is not necessary for the writing to be understood by the tutor.
Check in to ensure that they understand the task at hand and are feeling confident about participating in activity. Write notes/key words/ draw pictures to explain what needs to be done.
To conclude…
Although my initial research for this case study was focused on neuro-divergent student’s needs, I believe that these steps could be beneficial for all students.
As a first-year tutor I am responsible for making my students feel at ease within the classroom, with each other and in building their confidence as they enter higher education (HE) for the first time. It’s important for this to be considered, along with their varying backgrounds, when structuring and planning my sessions.
Evaluation
Students join us from lots of different cultures and backgrounds, with varying degrees of understanding in the English language. Some have experienced HE in the context of a foundation degree, but many have not. Their experience of further education (FE) can drastically vary, which can prove challenging in the first year, of which the target is to develop them to have an equal understanding of HE and what is expected. With the overall goal of preparing them for the rest of the degree course and in building their confidence and knowledge as young designers.
Some students are living away from home for the very first time, some can experience fundamental personal issues, such as financial and housing issues which can lead to mental health issues. As per Maslows theory [A.Maslow, 1943] this can affect their ‘self-esteem’ and ability to ‘self-actualise’.
I believe that an essential component to building the students self-esteem and confidence is to develop a ‘team’ atmosphere within the classroom, to create a situation in which the students are comfortable with one another and trusting of their peers [Inspired by B.Hooks, 1994 and Chickering and Gamson, 1987]
Moving Forward
I will plan to develop and facilitate a range of ‘ice-breakers’ and opportunities that are specifically designed with comradery and fun in mind. One idea is to host a ‘speed-dating’ session, in which the students and tutors will have up to 5minutes with each person and be able to ask several formulated questions to ‘break the ice’ and help them to begin to feel more settled with one another. It’s important to include tutors within this process, so they are seen as an equal participant in the classroom [B.Hooks, 1994]
I will also plan to add in a social evening in which students can come in and customise a pair of shoes with one another, over drinks and nibbles, so long as this is permitted by the University.
Leaning upon the theory of Bell Hooks in ‘Teaching to transgress’ I will create safe space, encouraging an environment in which the students feel held, supported, and confident in showing their work, receiving, and giving feedback.
Moving Forward
To conclude, based on the theory of Maslow and Hooks, I believe that the steps outlined above will help the students in settling into their higher education journey. I will aim to include tutors and more senior peers in the process so that they feel as though they are fully immersed in the Footwear environment and begin to build upon their network.
This podcast was really insightful in compassion, not only focused on assessment, but within the learning environment as a whole. I believe that compassion is key to building trust with students. The discussion within this podcast really reflected this and made me think of ‘Teaching to Transgress, Bell Hooks,’ a book that has deeply affected and inspired my teaching practice.
Keith Haring heart because compassionate teaching is LOVE.
The idea of compassion as a collaborative rather than individual process was discussed within the podcast and the notion that it should extend to all members of the learning community, staff and students alike. This helps to embed it as a philosophy within the University environment and to be seen as the ‘norm’. Liz Bunting refers to theorist ‘‘Youssef Wikid, who writes about how teachers can show compassion when they endeavor to see things from the students perspective.’ I believe that this should also extend to technicians and staff members alike which would help all to internalize these practices.
A key principle to this would be the use of non-violent communication (NVC), ‘Nonviolent Communication is a way of being in the world that has the purpose is to serve life and to create connection in such a way that everyone’s needs can be met through natural care.’ [Center for Nonviolent Communication: 09/03.24]. Importantly, within the University setting it’s acknowledging that as a tutor it’s important to be mindful of the language that we use, as well as our body language and intonations of our voice, as all of these can be signals to students about how well their work is being received. Dr Anna Troisi refers to NVC as the point being able to connect to one another in a more conscious way and goes on to say that, ‘ it is more a sort of ongoing reminder to keep our attention really focused on giving from the heart, and at the same time experiencing fully the joy that comes from reaching another person’s life. And to arrive to a mutual desire to communicate with compassion.’
Within the context of assessment, it’s a reminder that as educators we are required to simply evaluate the work by observing what we see in front of us and then make a helpful suggestion as to how the student could improve it. Steering away from emotive language that conveys excitement, negativity or other emotions, such as ‘excellent’ and ‘unfortunately’ as this could be perceived by the students as a judgement on their work or performance, relating to the taste of the tutor. An impact of which could be that the student creates work that they feel the tutor would like rather than what would be personally interesting or beneficial to them and their goals.
Holding space in critique and involving students in that process, encouraging students to share helpful feedback rather than saying something is ‘nice’ or ‘good, and also ensuring that each student gets equal opportunity and time for feedback, is essential to the act of compassion within the classroom. Reminiscent of my learnings from Hooks, ‘As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence’ and that ‘education is the practice of freedom.'[Hooks, 1994]
When reading the article, ‘Belonging through assessment, pipelines to compassion‘ [Hill et al. (2023)] I was particularly drawn to the chapter on ‘trauma informed policies’: page 67-70 and especially in the context of being a first-year tutor. Although focused on assessment specifically, I was interested in viewing the article as a suggestive piece on how to approach student centered learning embedded with holistic well-being and the importance of a trusting relationship between student and tutor, particularly in the first-year of HE (higher education) as for many students not only are they embarking on a new way of working and learning, but they are often living away from home for the first time, sometimes in an entirely new country, having to learn basic ‘survival’ skills such as cooking/shopping/washing for themselves, paying rent and bills, and living off a budget – some even find themselves in their first part-time job. All of this can be quite hard for them to manage and can impact on their overall happiness and ease in settling into a new environment, causing additional stress and anxiety.
The issues outlined above triggered me to think about Maslow’s theory [Maslow, 1943] and the hierarchy of needs which explores the notion of hierarchal needs and the disruption to life in the sense of satisfaction and fulfilment if those needs are not met. Please see diagram below.
For example: If a student was to have a delay in accessing their student loan and therefore couldn’t afford to pay their rent or buy food, this would mean that their ‘physiological’ and ‘safety’ needs were not being met, which would impact in turn on their ‘love and belonging’, ‘esteem’, and ‘self-actualization’ needs. In the context of university study this might mean that they don’t feel a sense of connection with their class mates or tutors, that they become withdrawn and unable to focus on their studies, their self-esteem might fall resulting in them feeling as though they are not good at their subject (which in design education can be rife because design and product creation is such an extension of the self, sometimes leading to feelings of vulnerability anyway). All of which can impact on their ability to self-actualize and become the very best they can be with regards to their studies as well as in their overall development into adulthood.
Based on the aforementioned article, specifically the chapter ‘trauma informed policies’. I believe that as an educator, it’s really important to build up a trusting relationship with students as well as being present and able to talk, to help to ‘mitigate the destructive nature of trauma’ (in the context of basic needs not being met). In the instance of them not feeling ‘safe’ this trusting relationship would help them to feel supported, held and able to discuss issues, which would help the member of staff / tutor to signpost students to mechanisms and support systems that can guide them.
Ultimately, for a student to thrive and succeed in becoming who they are destined to be, not only do their basic needs need to be met, but they need to feel safe in confiding in their tutors should problems arise leading to instability within their lives. If this is not the case then they may leave the HE system, or their overall results may be impacted, which could affect their viewpoint of themselves/ mental health and well being longer term.
Further references: A video explanation of Maslows hierarchy of needs:
The article, ‘belonging through assessment’, was insightful around positive and negative implications of changing to a pass/fail grading system in some institutions. Following a collaborative research project with the following educators:
Professor Samantha Broadhead – who focused on the integration and use of pass/fail grading on a masters level course focused on developing creative practice.
Dr Neil Currant – who focused on a trial that was run during the COVID pandemic in integrating pass/fail systems to the first year of study at UAL.
Peter Hughes – who also explored integrating a pass/fail system in Leeds art university for the first year during the pandemic.
Positives
It was interesting to read that across the three disciplines, there was generally less stress and anxiety. Students became less competitive, more collaborative and willing to share and more likely to take risks. They were also more interested in the learning and the production of knowledge rather than the reproduction of knowledge and chasing grades.
In the UAL report suggested that progression rates for Black and Asian students has increased against their white peers, that the attainment gap decreased when had pass/fail.
Overall, it had also opened up a conversation about that the pathway’s were actually for? What did education want to achieve? Professor Sam’s insight stated that the goal of their course was to enable students to sustain their practices beyond study with a healthy network of peers.
Negatives
Some of the negatives raised in the discussion were reflective in many ways of the positives and included an increase of stress and anxiety due to social conditioning of graded systems in education from very early on. Some students saw a pass grade as ‘just’ passing even if the language written within the feedback reflected that of an ‘A’ grade and in some instances could be demotivating (particularly for typically ‘high’ achieving students). In the situation of the pass/fail being used within the first-year but introducing a graded system in the second year, it caused more stress to students as they didn’t have a clear indication of where they were at.
Challenges
Integrating pass/fail into a system that is set up to support grades, particularly challenging in an honors degree, of which internal grading systems mimic final outcome grades and has evolved over time to become a sorting mechanism to allow employers to pick the ‘cream of the crop’. Potential problems with regulations, for example, grade penalties for late submission – which also raises the question of if this is an ethical use of grade incentive anyway?
My thoughts
Pass/fail in the first year could be a very good way of taking the pressure off students while they are adjusting to higher education and often independent living (sometimes in a completely new country) for the first time. It could encourage them to be more explorative within their work, without concerning themselves with if the work is X grade. Perhaps we could ask them to put together a body of work at the end of the year, featuring the elements that they are most proud of for a graded assessment if they want to – in order to mentally prepare them for the adjustment to graded system in second year? That way they would know at the very least that their work is already a pass grade, but would allow for an indication as to what level they are working at? Or, we could consider offering grading as optional on a pass/fail unit – as trialed by the university of Singapore.
Two things have recently happened to challenge the way I approach and think about assessment, in this article I’m going to review the following article ‘assessment patterns [M.Russell, 2010] in relation to Footwear and thoughts on changes that could be made to the current model of assessment.
This article challenges the typical way that assessment is conducted on arts courses in HE and I could see much similarities with the way that we conduct assessment on LCF, Cordwainers Footwear.
See figure 1 and 2 below:
Last year, I added a formative assessment point to the timetable, situated just before a long holiday to enable the students to show all their work to date, which I believe, helped the overall attainment of their grade. However, I still felt that more could be done, as stakes were still too high and despite regular feedback in scheduled sessions, as these sessions are not treated as ‘deadlines’ students frequently were falling behind and finding it difficult to manage their workload.
I decided to trial a further idea, which was to set a series of mini deadlines, utilising Padlet, setting dates on which students need to upload a specific piece of work to the padlet, that would enable me, as their tutor to give regular feedback.
I found it really interesting on reading Russell 2010, to see this methodology mapped out in the following diagram.
See Figure 2:
Although, I felt that this enhanced student work and attainment even further, I still feel more can be done. Also considering that students have a multitude of needs, including language barriers, neuro-diversities and the pressure of having to manage a job alongside their studies to fund their degrees.
Figure 3 of the article really got me thinking and I think it could be the perfect solution to the challenges and pressure that students face in getting their work completed on time and to a standard that they are proud of.
Some thoughts on the way that this model could work on our particular pathway are:
The input of low stake feedback points (Padlet, formative feedback points), combined with medium stake assessment points, proposed: Sketchbook submission, portfolio submission and final outcome with product development record submission. By breaking it down to the individual elements required of the brief, I feel it may help students to manage their workload better and would reduce the number of referral/deferral as well as to improve the overall grades and attainment.
It is cold and smooth to the touch, with a natural guidance to turn. There are bumps where wax has fallen from the candle to the ridge which break up the smoothness. It has been turned and carved beautifully and I cant help but wonder what it’s story is… Who carved it? When was it made? Why was it made? And where? It looks to be a dark wood, but may also be a more readily and less expensive wood that has been stained.
Object analysis through looking only…
It looks to be a round carved bowl with a short neck that has been made from stone. I imagine that it would be cold to the touch and smooth. You can see different rock / sediment colours as well as some pitted black bits. It’s interesting to see and note two stickers on its neck, are these price stickers, indicating that this is a more modern object, or, are they archival stickers indicating a unique reference number assigned to the item? I find myself curiously wondering how big the object is, where did it come from? How old is it?
This top on first appearance seems medieval in style. It looks to be made from silk that has been block printed and has velvet capped sleeves that have slits in them, revealing elements of silk that poke through. It has a gold cross that has been appliqued onto the front of it, that also has beading applied over the top. The final picture shows the inside, which appears to be made from a linen, which is stained yellow/orange with age, the binding at the neck has been slip stitched and one can see little blue stitches along the edge. It has a label hand tacked in, with the name ‘Gordon’ written on it in what looks like blue biro.
Compare three descriptions
It’s interesting to note that I wrote more when I was describing the online objects, particularly the final costume one, was it that there was more to see? 3 pictures instead of one. That I was more interested, or that more information was shared so it was easier to come up with a description?
I found each of the encounters as engaging as one another, albeit in different ways. I was certainly more curious about the first and second as I didn’t know as much information about them.
I am wondering if I could incorporate a similar activity into my first ‘research’ workshop with the first years, to inspire them to undertake primary research in a more physical way or to be more discerning in thinking about secondary research conducted online. – TEST THIS IN MICROTEACH
Very engaging chat
-discussed that we all seemed to write more for each activity as we went along
-we also all agreed that we made massive assumptions based on our previous lived experiences, eg that the bowl was made out of stone.
-some had difficulties engaging with the online resources because of internet issues, slow to load, pixelating etc.
THOUGHTS – add my shoe sketch to the ‘research’ presentation – the one based on Raggy’s toy
2 or 3 really simple questions – feedback clear and interesting
OR wind up by making something
Make sure time to engage with all of the objects
Art
Interesting to hear about use of botanical sketches to discuss colonial roots – colonial drawings used to map world but in context of how resources could be exploited..
Objects can be used to have very rich conversations about ethical issues.
After being inspired by the ‘Objects Based Learning’ lecture, I wanted to trial run an idea that I had for my first – year Footwear students, some of which have had very little experience with research and design development.
The Structure
Please see the short video positioned below for an overview of the slides that I produced to support my microteach session.
Prior to the session, the participants has been asked to bring with them an object that represented their identity in some way.
Introduction: I began by introducing the participants to the general premise of the micro teach, but didn’t want to write too much, as I didn’t want them to feel vulnerable, nervous or apprehensive about the task. I also didn’t want them to pre-think and plan what they were going to do, as I felt it would be more advantageous for them to be spontaneous.
Part 1: 1 requested that the participants described their object in words for 5 minutes. This was inspired by the exercise that we did in the Object Based Learning lecture previously.
Part 2: I requested that the participants spent 5 minutes drawing their chosen object in front of them. This was to teach them to look and observe smaller details.
Part 3: The participants were finally asked to spend 5 minutes drawing a new object based on the exercises so far and the object in front of them. This models the process that designers take everyday in the creation of new products or details on products inspired from selected research, or simply what’s around them.
The Results
A screen shot taken of my participants new object designs. Unfortunately the image is not as clear as I’d have liked.
My Notes and Observations
Seemingly participants enjoyed the session.
Some participants were nervous as doubting their ability to draw – I think it was good not to tell them this in the first instance, so nerves didn’t get overwhelming.
One participant expressed a feeling that they wanted to do a good job of the drawing element as she thought we might be showing the work.
One participant expressed how much she enjoyed it and how it’s made her feel like she’d like to be a designer.
I think it would be helpful in my ‘live’ session with students to go through the learning observations at the end – get them to feedback.
Peer Feedback
Good that this was done as a team exercise and that we were doing the same thing collectively
Interesting and unexpected output.
Great exercise for online space – where there is trust – it felt like a safe space.
Unexpected links or questions.
Creatively connecting the item to something else.
Could make use of padlet ai to create object into something else (I intend to play with this in own time).
Some people might prefer to know what’s coming / want to feel more prepared.
First writing task – 5 mins too long – would be good to reassign some of that time to end so we can all show / share our work.
Conclusions
Overall, I felt that my session had been a success, with some really helpful feedback regarding how to run the session. I intend to give my students a bit longer on the drawing stage and less time on the writing stage as discussed, as well as time for celebration and reflection of their work.
Following on from the ‘presearch’ conducted in advance of our ‘object based learning group lecture’, I asked ChatGPT to tell me about each of the educational theorists mentioned, and then to summarise the information provided with a list of sources.
This method of conducting research is fascinating me at present and is such a helpful tool in compiling and summarising research and information. Things that I have noted – the language used to to task ChatGPT with researching on my behalf is super important and really affects what information it throws out… For example, I asked it, ‘David Kolb please explain his education theory to me’ and then, ‘Please tell me about David Kolb – educational theorist’, the answers couldn’t have been more different. The first answer was very theory based and focused in on his theory in detail, whereas the second answer focused on David Kolb as a biography with some reference to his educational theory.
I am interested in beginning to show my students this tool as a means to aid them in the research/enquiry part of their project briefs. However, if I am to begin encouraging students to use AI as a tool within the research stages of their projects – I must become pretty ‘hot’ on what language to use to get the answer required and to ensure that my understanding of how to use this new technology to the best of it’s ability is clear.
John Dewey was a prominent American philosopher and educator known for his contributions to pragmatism and progressive education. He emphasized the practical consequences of ideas and believed that knowledge should be judged by its usefulness. Dewey advocated for experiential learning and a student-centred approach to education, where students actively engage in problem-solving and critical thinking. His ideas continue to shape educational theory and practice worldwide, emphasizing active engagement, critical inquiry, and democratic participation in education. [Chat GPT: 06/02/24]
Chat GPT Sources:
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan.
Dewey, J. (1938). Experience and Education. Macmillan.
Dewey, J. (1929). The Sources of a Science of Education. Horace Liveright.
Dewey, J. (1902). The Child and the Curriculum. University of Chicago Press.
Dewey, J. (1900). The School and Society. University of Chicago Press.
Dewey, J. (1934). Art as Experience. Minton, Balch & Company.
Dewey, J. (1985). The Essential Dewey: Volume 1: Pragmatism, Education, Democracy. Indiana University Press.
Dewey, J. (1984). The Essential Dewey: Volume 2: Ethics, Logic, Psychology. Indiana University Press.
Dewey, J. (2008). The Essential Dewey: Volume 3: Applied Psychology, Education, Democracy. Indiana University Press.
Dewey, J. (1991). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Houghton Mifflin.
Jean Piaget was a Swiss psychologist known for his theory of cognitive development, emphasizing that children actively construct their understanding of the world through stages. His constructivist approach highlights the roles of assimilation and accommodation in learning. Piaget’s work has significant implications for education, advocating for developmentally appropriate, hands-on learning experiences. While not primarily an educational theorist, his research profoundly influences educational practices.
[[Chat GPT: 06/02/24]
Chat GPT Sources:
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Piaget, J. (1963). The Origins of the Mind. Basic Books.
Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
Piaget, J. (1978). Success and Understanding. Harvard University Press.
Lourenço, O., & Machado, A. (1996). In defense of Piaget’s theory: A reply to 10 common criticisms. Psychological Review, 103(1), 143-164.
Flavell, J. H. (1963). The developmental psychology of Jean Piaget. D. Van Nostrand Company.
Smith, L. (1988). Jean Piaget: Critical Assessments (4 Volumes). Routledge.
Levi Vygotsky Source: https://upload.wikimedia.org/wikipedia/en/7/7e/Lev_Vygotsky.jpg
Levi Vygotsky (1896-1934)
A Soviet psychologist known for his sociocultural theory, which emphasizes the role of social interaction and cultural context in cognitive development. Key concepts include the zone of proximal development (ZPD), scaffolding, and the influence of language on thought. Vygotsky’s work has had significant implications for education, highlighting the importance of collaborative learning environments and culturally relevant instruction.
[Chat GPT: 06/02/24]
Chat GPT Sources:
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. MIT Press.
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Harvard University Press.
Daniels, H. (2005). An Introduction to Vygotsky. Routledge.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press.
Smagorinsky, P. (2012). Vygotsky and Literacy Research: A Methodological Framework. Routledge.
Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Harvard University Press.
Moll, L. C. (2014). L. S. Vygotsky and Education. Routledge.
Van der Veer, R., & Valsiner, J. (1994). The Vygotsky Reader. Wiley-Blackwell.
An influential American psychologist and educational theorist known for his work on constructivism, discovery learning, and the role of narrative in education. His contributions include the concept of the spiral curriculum, which emphasizes revisiting key concepts at increasing levels of complexity, and advocating for discovery learning, where students actively explore topics. Bruner highlighted the importance of narrative in organizing and making sense of information and stressed the cultural context in learning. His ideas have had a significant impact on educational theory and practice worldwide.
[Chat GPT: 06/02/24]
Chat GPT Sources:
Bruner, J. (1960). The Process of Education. Harvard University Press.
Bruner, J. (1966). Toward a Theory of Instruction. Harvard University Press.
Bruner, J. (1986). Actual Minds, Possible Worlds. Harvard University Press.
Bruner, J. (1990). Acts of Meaning. Harvard University Press.
Bruner, J. (1996). The Culture of Education. Harvard University Press.
Bruner, J. (2002). Making Stories: Law, Literature, Life. Harvard University Press.
Bruner, J. (2004). Life as Narrative. Social Research, 71(3), 691-710.
Kieran, E., & Forman, E. A. (Eds.). (1992). Narrative and consciousness: Literature, psychology, and the brain. Oxford University Press.
David Kolb Source: https://www.firstdiscoverers.co.uk/wp-content/uploads/2018/09/image-for-FD-theorists-post.png
David Kolb – 1939 – Present
David A. Kolb is an American educational theorist renowned for his Experiential Learning Theory (ELT). This theory proposes that learning is a cyclic process involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners engage in hands-on experiences, reflect on them, conceptualize abstract ideas, and then apply them in new situations. Kolb also identified four learning styles corresponding to these stages: diverging, assimilating, converging, and accommodating. His work has greatly influenced educational practice, emphasizing active learning, reflection, and application of knowledge.
[Chat GPT: 06/02/24]
Chat GPT Sources:
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Pearson.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential Learning Theory: Previous Research and New Directions. Perspectives on Thinking, Learning, and Cognitive Styles. Lawrence Erlbaum Associates.
Kolb, D. A. (1976). Learning Style Inventory. McBer & Company.
Kolb, D. A. (1985). Learning Style Inventory. Hay/McBer Training Resources Group.
Some thoughts following research:
While learning about these theorists, a few things came to mind:
From what I have read about each of the theorists so far, I could draw simiarities in the way that UAL design courses are structured and the types of learning offered to the students.
It struck me that all of these theorists are men! I would like to spend sometime reflecting on whether or not this is an issue.
I asked Chat GPT for some examples of female educational theorists and it came up with the following list:
Nel Noddings: Nel Noddings is an American feminist, educationalist, and philosopher. She is known for her work on the ethics of care in education, emphasizing the importance of nurturing relationships between teachers and students.
Carol Gilligan: Carol Gilligan is an American psychologist and feminist theorist. She is known for her work on moral development and gender differences, particularly in her book “In a Different Voice,” where she critiques traditional moral development theories and advocates for an ethic of care.
Bell hooks: bell hooks, born Gloria Jean Watkins, is an American author, activist, and feminist educator. She has written extensively on education, race, gender, and class, advocating for a more inclusive and transformative approach to teaching and learning.
Maxine Greene: Maxine Greene was an American educational philosopher and professor. She is known for her work on aesthetic education and social imagination, emphasizing the role of the arts in fostering critical thinking and social change.
Audre Lorde: Audre Lorde was an American writer, poet, and activist. While not primarily an educational theorist, her work on intersectionality, race, gender, and sexuality has profound implications for education, particularly in promoting inclusive and anti-oppressive pedagogies.
Jane Roland Martin: Jane Roland Martin is an American philosopher of education. She is known for her work on feminist pedagogy and the critique of traditional educational theories, advocating for a more inclusive and holistic approach to education.
These are just a few examples of female educational theorists who have made significant contributions to the field. Their work has had a profound impact on educational theory and practice, highlighting the importance of diversity, inclusion, and social justice in education.
While I am aware of ‘Bell Hooks and have read [and loved] her book, ‘teaching to transgress’, I am not familiar with the other theorists, so am setting an intention to research them more thoroughly and will report back once I have!
