Category Archives: Theories, Policies & Practices (TPP)

Contextual Background (c.50 words): There are many key challenges when assessing Y2 BA students studying UXD. For this blog, I will focus on the large number of students in class, the part-time contract, and the inability to give periodic one-to-one … Continue reading →

Session/artefact to be observed/reviewed: Lesson plan/Slides/Activity Size of student group: 39 Observer: Karen Matthewman Observee: Antonella Nonnis Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not … Continue reading →

Session/artefact to be observed/reviewed: Workshop plan Size of student group: 6 – 8 Observer: Antonella Nonnis Observee: Matthew Carless Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it … Continue reading →

Session/artefact to be observed/reviewed: Lesson plan/Slides/Activity Size of student group: 39 Observer: Matt Careless Observee: Antonella Nonnis Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not … Continue reading →

Contextual Background In my teaching context, I work with diverse Y2 BA students, many of whom face language barriers that impact their learning experiences. The class comprises fluent English speakers and students for whom English is a second or third … Continue reading →

I loved this second workshop, not because it was better than the first, but because it introduced me to bell hooks, who already inspired my pedagogical and personal growth. Before the workshop, we were assigned two readings on two topics: … Continue reading →

Object-Based Learning (OBL) (500 words – actual words 595) I focused on Empathic Modelling (EM) (Nicolle and Maguire, 2003; Poulson et al., 1996). EM aims to help participants experience and understand different disabilities to inform inclusive design. In it, participants use … Continue reading →

Contextual Background In my teaching experience, I worked with many neurodiverse cohorts, including students diagnosed with autism, dyslexia, ADHD, bipolar disorder, and social anxiety. Many also manage additional responsibilities such as caregiving and employment alongside their studies. Traditional teaching methods … Continue reading →

The session began with a creative icebreaker. We were spread across four tables, and we selected postcards that resonated with us and explained our choices to the group. My selection – a serene sea scene with an undercurrent of lurking … Continue reading →

The second task asked us to read one paper of our choice from the “Teaching at UAL” reading list. I chose “On the spectrum within art and design academic practice” by Luca Damiani (2018), a practicing artist and a UAL … Continue reading →