A1: Designing and Planning for Learning
For the past three academic cycles I’ve been responsible for designing and planning the broadcast element of the Fashion Journalism and content creation course at the London College of Fashion. I was originally hired to implement new and reconstruct long-standing practices as well as developing new sessions based on new and immerging technology and behaviours.
From the academic teaching standpoint, the term ‘Broadcast’ has morphed from content being delivered by the terrestrial or satellite TV broadcasters, to anything available in the public online domain, and our teaching attitudes and practices need to be amended to facilitate this change and put our students at the forefront.
I would construct my portion of the course starting with the resulted output expected and the best way to equip my students to achieve this. Our school (SMC) is very focused on feedback from our students, and this is referenced when the schemes of learning are constructed. This method of inclusion is used to give students a say and let them know they are heard and are part of our teaching construct. The next step would involve developing the output and how this output would be constructed and achieved in the commercial world including which parts can lend themselves to the academic aspects.
Once the elements have formulated and composed, I would design the assets needed. My practice is geared to acknowledge the variety and quality of teaching as well as the learning and assessment practices needed to support and underpin student learning as per the professional Standards framework.
Areas of Activity
Once the lecture part (including active feedback) is delivered, the students are then tasked with the practical portion. On completion of the practical portion, the students would then review the created works and provide peer critique.
Through this exercise students explore the value of creating space for critical reflection, and practice communication, teamwork and providing constructive feedback to peers.
When starting PgCert, I quickly realised how non-academic my teaching style and strategy was, mainly due to my industry focused practical experience. I had at times been asked to scale the practicality back and include more academic references. I have managed to achieve the required synergy of academia whilst still constructing a brief that allows the students to produce the expected outcomes.