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!
Video on emotional responses to objects – part of the ‘presearch’ in advance of the ‘object based learning’ group lecture.
Showing objects in a interdisciplinary way! Object engagement isn’t discipline specific but rooted in student engagement.
Application to my discipline: Intro 2 research session – students to bring in an object represent them – swap? More thoughts on this – will consider it as a way to enhance my case study 1, ‘know and respond to students diverse needs.’
Multi-sensory object based learning most successful.
Haptic handling and feel objects
Team teaching can be very effective
Finally – setting some intentions to follow up on after conducting this ‘presearch’:
To participate in the group lecture on 24th January 2024
To research suggested theorists mentioned in Judy’s youtube video
To research female theorists out of curiosity (as all Judy’s suggestions are male).
As a ‘neurotypical’ person, I selected this article to aid my understanding of ‘neurodiversity’ and how it may be felt and experienced, to better comprehend my students, or at least make a start which should (in theory) then help me to better support them. The included quote, ‘although it is argued that there is no typical mental capacity, no ‘normal’ brain to which all other brains should be compared (Armstrong, 2012) because my thoughts regarding the labelling of differences in neurological thinking have in the past questioned how that can be possible, when we are all so different.
However, upon reading the article and after a recent conversation with my cousin, who was diagnosed with ADHD, I can appreciate the use and helpfulness in a ‘label’ to aid with personal, self-awareness and to enable them to access disability support services, of which can help in the planning and executing of daily life (for both neuro-diverse and neurotypical persons)[Further reference: Disability Inclusion Toolkit UAL] . The author pointed out,’ Educational dialogues around neurodiversity focus on it according to abilities and not ‘disabilities’’, as it really helped to clarify for me that neurodiversity is not necessarily a ‘disability’, rather something that could in some circumstances be advantageous, especially in my cousins career development as she is a natural performer and has an extraordinary voice, a gift that she should share.
Diagram describing the different attributes associated with the different seasons of the menstrual cycle.
It was particularly insightful to read, ’An individual with autism is often labelled a certain way, depicted as the isolated individual who struggles to communicate, has learning difficulties, is socially peculiar and who in certain cases, is a “genius” of some kind.’ because in the past I believe I have been guilty of making this assumption myself. If I were to analyze the reasons why, it would be due to the portrayal of neurodiversity in the media (Imitation Game, 2014, Good Will Hunting, 1997 ). It was striking to read that the author has used his knowledge of his diversity to gain a better self-awareness that enables him to avoid or embrace situations which utilize or exacerbate his autistic qualities. Comparing this to my own reflective journey since becoming a mother in 2020. Although I am not neurodiverse, I recognize a monthly pattern of mood and feelings attributed to my menstrual cycle in which I have different abilities connected to mood patterns which can affect my overall wellbeing, anxiety etc. Towards the latter part of my cycle, I am much more introspective, self-critical, have increased imposter syndrome and find social or outward facing situations more challenging. Whereas, in the middle part of my cycle, I am comfortable being social, and much more confident. Since reading, ‘Wild Power, Alexandra Pope, 2017.’ I have begun tracking and utilizing the different ‘seasons’ of my menstrual cycle to my advantage and have experienced a huge transformation in my overall well-being and productiveness.
Reflecting on this piece and my own self-awareness, I recognize the importance of self-awareness and wonder if more can be done to support students in their own mindfulness journeys, whether divergent or not, to help their interaction with the world on a daily, weekly, monthly and yearly basis and in expressing their individual needs to their tutors and peers nurturing individual journeys in a considerate learning environment.
