We were asked to bring in an artefact, I brought in the Unit 4 brief, which was the first live project brief I had created with the year leader.
This was a project I set up between our 1st Year students and local partners from Copeland Park. This project was featured as a case study in the UAL Knowledge Exchange journal.
https://www.arts.ac.uk/knowledge-exchange/stories/case-study-sustainable-exchange
We were asked to revise the learning outcomes and assessment criteria in our chosen artefact. Using the UAL Teaching and Learning Resources for ‘Course Designer – Crafting Learning Outcomes’, I will reflect on and revise the Learning outcomes.
Guidance from document: A well constructed learning outcome typically has three elements:
- An action verb to describe the behaviour (what the student will do) which demonstrates the student’s learning
- Information about the context for the demonstration
- How well the outcome will be demonstrated
In BOLD are the existing learning outcomes and in italic are my revisions;
LO1 Interpret, evaluate and evidence information using structured and clear arguments, in text and visuals, towards evolving a design solution (Enquiry) 6
L01 Analyse, interpret and evidence information to propose a design solution using a wide range of resources (Enquiry)
LO2 Demonstrate knowledge using digital tools, applied to processes and realisation of a spatial proposal (Knowledge)
L02 Demonstrate technical drawing skills in the process and realisation of a spatial proposal using digital tools (Knowledge)
LO3 Apply appropriate design processes, skills, methods and media to explore, develop and solve planning strategies and organise a sequence of spaces (Process)
LO3 Explore a wide range of design methods and processes to develop a spatial proposal which is clearly recorded and reflected upon (Process)
LO4 Communicate, using visuals and text, the process and narrative of a spatial proposition for a variety of audiences in a coherent design portfolio (Communication)
LO4 Communicate your design journey clearly in a narrative design portfolio which explains your design research, rational and proposal using a wide range of media. (Communication)
LO5 Demonstrate creative attributes, responsible engagement and critical reflection to develop a spatial proposition in response to an existing complex social, political and cultural site condition (Realisation)
LO5 Demonstrate critical reflection on how your spatial proposition responds to the social, political and cultural conditions of the site and wider context of the area (Realisation)
On reflection of this task, I think our learning outcomes are too ambitious and use confusing and unnecessary language (too many verbs) which might be inaccessible to some students. I have tried to write the LO in a way which is clear and structured. (accessible, assessable and achievable)
In the session we were asked to produce a poster about the LO, to be honest I found this task confusing and ended up writing about how the project could be improved which was not the aim of the task. I explained to the group that I found it hard to access and quantify the benefits of this type of live build project within the course. I was given some useful feedback from the group which was to conduct student surveys to try and assess how they interpreted the unit and where they felt the value of learning lay. I intend to do this for the two year groups which have taken part in the live project.
Reflections from session
It is useful to have a space and dedicated time to relate on the some of the challenges we have come across through teaching in higher education. From the spaces and formats we teach in to wider issues around student welfare, managing time and expectations from the course. It is reassuring to find some of the challenges I have noticed though teaching are shared across the UAL community.
It is also interesting to learn about how other courses operate and how they teach students, from academics, lecturers to technical staff.
In a wider group discussion we shared a feeling that the university has left a grey area in how we should respond to students welfare. We are the first response to student issues around wellbeing and mental health issues but all we can do is signpost them to the correct avenues for help.
It is not what we define as personal duty of care but professional duty of care. We must remove ourselves as people and think of how we can respond in a professional capacity. We are not trained in dealing with issues around mental welfare. We have discussed this in our team meetings but I am not clear about my role in this capacity within the course. I will raise this in our next course meeting for further discussion.