Teaching Portfolio Part 2 Complete

Teaching Portfolio: Part 2
Student Name: Tracey Dalton

Word count: 13,000
Date: 25th May 2011
Contents
1.
Reflection on Practice:
A reflection on practice and summary of learning.........3
2. Personal Learning and Teaching Development:
a) An Individualized Learning Plan for Module 2...11
b) Critical Reflection Account under 2 headings:
i) Curriculum Design...........13
ii) Assessment Strategies .17
c) An Action Plan for further professional development..22
3. Design for Learning:
Re-design of an Existing Module.....24
4. Researching Curricula:
a) Resource Review...44
b) Practitioner Research Project....50
c) Journal Article Review..53
5. References.....60
Appendix 1 Part 1: Reflective Blogs
Appendix 2 Part 2 (b) - Critical Reflection Account
Appendix 3 Part 3 - Design for Learning
Appendix 4 Part 4 (c) - Journal Article Review
1. Reflection on Practice
(Please see weekly reflective blog entries in Appendix 1)
Note: In this part of the portfolio I am reflecting on weekly sessions in relation to
classroom practice. The blog entries in the Appendix explain what the topic of each
session was and in my reflections below, I speak about the effect that each session has
had on my classroom practice. Most topics will appear again throughout the portfolio
in some form, especially curriculum and assessment. Therefore I will be speaking
about them in greater detail. This is noted below in relevant sections.
Week 1 & 2 Curriculum / Theories & Models of Curriculum Design
A lot of my thoughts on the topics covered in week 1 and 2 are covered in Part 2:
Personal Learning and Teaching Development: (b) (i) Curriculum Design. In terms of
classroom practice, I would say that since I have taken up this course I am much more
aware of the importance of the description of intended learning outcomes aligning
with teaching and learning activities, and methods of assessment (Biggs, 2002). I
think that some of the module descriptors, which are written by the accrediting body,
can be quite obscure, both to the student and the teacher alike. I am more aware of
these descriptors and the possibility that if they need to be changed, that maybe they
should be.
Week 3 The First Year Experience
I teach first year students and I was one myself, so I know the challenges from both
sides. In terms of classroom practice, I have always made a point of welcoming first
years and making their transition as easy as possible. I have students from all
backgrounds and only a fraction of them are coming straight from second level. I
have a lot of mature and international students both full and part-time, of which
many work in full or part-time employment. I will reflect on the list of issues which
came up in this session, in relation to my classroom practice and I will refer to
students quotes from Teaching First Year Students by Erickson, Peters & Strommer
(2006), which I think are appropriate to each issue:
Being a new learner of a new subject: The students, to whom I teach 3D

design, have often never drawn a building to scale, for example, or know what
a scale ruler is. I find it is often the biggest challenge for a teacher to
remember what it was like to know nothing on a subject and bring themselves
back to that place. As student Matthew comments: My courses..require a
lot of careful reading and understanding of hard topics. Many times it is hard
to grasp exactly the concepts without the help of the teacher. (Erickson et.al.,
2006).
Fear of the unknown and new interaction: I think it is important to reduce fear
of the unknown by using simple things like induction days and handing out
term schedules. Also, it is very important to learn students names as quickly
as possible, depending on class size. I always do the above when I work with
fist years. I find that students tend to interact with those who have things in
common with them, which is human nature. As I mentioned before, I have a
lot of international students and do find that they tend to stick together, but not
all of them do. Interaction can be divided on gender lines sometimes too. The
majority of my students are female though. The classes that interact well tend
to do better over all in my experience. As student Kylie comments: I am
very happy with the diversity here, but it frightens meI came from a tiny
private school and it is overwhelming.(Erickson et.al., 2006)
Excitement, discovery: A lot of my students work full or part-time in areas

unrelated to design. They are doing a design course because they are usually
artistically talented and have never pursued a creative path. Therefore, they
are excited to be doing 3D design and it is up to me as teacher, to help them
learn to fulfill their ambitions.
Getting to know new assessment methods: Most of the assessment in design

related courses is project related continual assessment, with some essay type
assignments. There are no final exams. Assessments are graded as pass, merit
and distinction. There are no numerical grades used. I had to learn to adjust to
this system myself, never mind the students. At first, I didnt agree with the
system, but now I see the merits of verbal and written feedback, instead of a
number. In general, the students seem to prefer it too.
How to become an independent learner: This is very important in the courses I

teach. The students must put in a lot of effort on their work in their own time.
Practice makes perfect, as they say, and this is very true of design skills. For
example, they cannot master AutoCAD in class alone. Those who are good
time keepers and deadline reachers, tend to do better. As a teacher, I try to
help students as much as possible. As Toohey (1999) states: 'It is part of the
teachers role to make students aware of the knowledge and skills that their
profession and discipline requires of them. I give them a project timeline to
keep to. They have to take responsibility for themselves also, which comes
with life experience. As student Stephanie comments: In school, every class
was five days a week.I had to do homework. every daybut here, there
is a day between class, so its hard not to put off homework until the night
before it is due. (Erickson et.al., 2006)
Using support services in the institution: I work in a small college, but we do

have good administration staff who keep students informed. Also, we offer
them a free link to AutoCAD student version, which saves them some money.
The college does not have a webcourses service, because it is a small
institution, but the students can always contact lecturers by e-mail or phone if
they need support.
Budgeting: This is a big issue when it comes to any art or design course as
equipment is essential and projects have to be printed in full colour. The fees
for the courses themselves are not cheap and there are no grants for private
colleges. I had to deal with theses issues myself as a student so I can
empathize with students and always try to find money saving options for
them.
Joining Clubs and societies: In a small college this is one of the areas that is
lacking. The students dont have this facility and I dont think it may be
something they are looking for, as a lot of them work full/part-time.
Teachers expectations of students: I find that the thing most first years
struggle with is time management. It takes time to realize just how time
consuming design projects can be and some students struggle with various
project deadlines overlapping or being on a weekly basis. I give students
advice on this, to prepare them for this change.
Giving constructive feedback: I always give constructive feedback, which is

the basis of the grading sheets used in the Btec/Edexcel system.
The '7 week itch': - Students decide on their future in the course in the first 7
weeks, so it is very important to make sure their experience is a positive one
to retain students beyond the first year. This is helped by good communication
and getting to know their names and interests as quickly as possible. In
design, there are usually a few students who have a different perception of
what they thought the course would be. Generally, it is a lot more technical
than they anticipated.
The importance of having high quality teaching early in first year to pave the
way for future years: This is vital and I always put a lot of preparation into
first year lectures. I tend to enjoy my lectures in subsequent years, but have
been told by students that they really enjoyed first year because they learned
so many new things. Whereas, when they get to second year they have learned
the core skills. This is easier for the lecturer, but they would still struggle if
their core skills were weak due to low quality teaching.
The five Cs: Curriculum, Classroom, Colleagues, Campus, Community,

(Krause, 2006).This article by Krause, from Queensland University, Australia,
was very useful for classroom practice and referred to strategic learning and
the five Cs mentioned here are all topics I have discussed above. This theory
is a good on to follow, when it comes to teaching first years.
Week 4 Key Skills & the Curriculum

As mentioned in my blog for this session, we can all remember inspirational teachers
who may have leaned us towards a certain path in life. I aim to be that inspirational
teacher to my students and have been given compliments from various students
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throughout my time teaching. Also mentioned, was the point that it is sometimes
difficult to help students to excel but it is all too easy to destroy confidence in a
students ability. I always try to give constructive feedback. I think it is important to
be honest, but find the right words to say something. I think students appreciate
honesty. That is why it is so important in the first year to give positive and
constructive feedback.
Dave Kilmartin made reference to a lyric by "The Smiths' in their song 'Panic'. The
line is "it says nothing to me about my life". This draws attention to the importance to
keep up to date with our students generation - if they are school leavers / teens to
early 20's - to keep up to date with technology and software. I do get annoyed when
students have laptops or mobile phones in class and they are looking at them during
lectures. Sometimes I comment on this and other times I let it go. It is a hard battle to
completely overcome this. Also, I have been exposed as not being up to date with
the latest chart hits when a student chose a Lady GaGa song as the name of her shop
in the retail design project! It is impossible to be up to date on everything, but we
must try. Especially with e-learning tools, software updates and the latest innovations
in the design world, in my case.
Dave also spoke about methods we can use to prepare students for employment ie.
'Work Relevant Learning' - such as presentation, telling real industry stories about
real projects - even if they went wrong and what was learned from this. I aim to
always teach relating to 'real world' incidents and have done since I have started
teaching. Students need to produce a design portfolio which doesn't look like a
students portfolio. Brown & Knight (1994) refer to fact that:
a portfolio is not a heap of material, and there is a
case for saying that the grade awarded has as much
to do with the learners explanation of that selection
as it does with the actual content of the portfolio.
This is my goal as a design lecturer. I also aim to help as many students as possible
gain advanced entry to degree level design courses. This has proved very successful
since I have worked in my college. My favourite quote from this lecture is: "Tell me,
and I will forget. Show me, and I may remember. Involve me, and I will understand",
(Confucius, 450BC). In my case, it makes me think of how I Teach AutoCAD,
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technical and perspective drawing. Design is a very hands on vocation and it

generally involves the three steps mentioned in the quote. Confucius (450BC),
Vygotsky (1938) and Biggs (2002) were saying the same thing, many centuries apart.
Week 5 Community based learning
My own thoughts on community based learning:
I think community based learning has a lot of positives, many of which are listed in
my blog. The key points mentioned were that the student must be informed before
CBL that they are entering the community to learn, but not just to 'help' the
community. For example, Ciaran OLeary mentioned the 'Wells for Zoe' project in
Malawi. Students must go through a learning process in the classroom beforehand
and a reflection process after the experience.
In my own classroom practice to date, I have not used community based learning. A
subject where I could use CBL is 'Professional Studies', where students could be sent
to county council planning offices or the office of public works to get hands on
experience with planning issues, or they could be volunteers as designers for
community centres or charities who cannot pay for the service. For example, students
could redesign a community centre bar and function room free gratis. The 'client'
would have to be aware that this is a two way process and that they are working with
students. I intend to do a group project in the third year level of the course, which will
involve the re-design of a care home or hospice. I will speak of this again in other
parts of the portfolio. I think that third year would be a good time for students to take
on a group project of this nature, as they will have the technical and communicative
skills.
The disadvantages of CBL would be:
-
There is a lot of preparation involved.
If things don't work out it can leave a bad taste in the mouth of all parties and
may be detrimental to the student's confidence.
Students may believe that they are 'saving the world', but must look at CBL
purely as a learning experience.
The lecturer may need back up from the college board of management to
enable it to work.
In my own case I am in a small private college and could not see management
supporting me. If they did it would be with the understanding that I do all the work
myself, in my own time, unpaid. However, I will be undertaking this challenge next
year, as mentioned above. I think I will learn a lot from it too and it will make it
easier to try out this method of learning in the future,
Week 6 Blended Learning Strategies
In this session we looked at the main complaints lecturers have with blended learning,
which include: lack of student participation; lack of communication with peers; it
takes up too much time for tutors to facilitate; student confusion about what exactly
they have to do. Students need to know the purpose of using Web 2.0 / e-learning,
knowing their goals/tasks and reasons for doing it, clearly explained by tutor and
having the skills to use web technologies. It also emphasized the importance of
reflection after learning has occurred. In terms of classroom practice, I use software
such as AutoCAD and Microsoft Office packages, as do the students. In terms of elearning, I am in a small private college, so we do not have a blackboard learning
service. I have started using You Tube more to give quick and easy demonstrations
to students. One example of this was explaining planned obsolescence to a product
design first year student, giving a quick explanation with clever animated films. I
intend to introduce Prezi to students next year, as an alternative to PowerPoint for
presentation. I am thinking of pursuing the MSc in E-learning in the future also,
myself, so I can learn how to utilize e-learning properly.
Week 7 & 9 Assessment Strategies / Group Assessment
A lot of my thoughts on the topics covered in week 7 and 9 are covered in Part 2:
Personal Learning and Teaching Development: (b) (ii) Assessment. In terms of
classroom practice in the area of design, most assessment is project based, with
approximately four modules covered in each project. As previously mentioned, the
grades awarded for each module are pass, merit and distinction, with written
feedback. No numerical grading is used and there is no overall grade for the whole
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project. There are grades for each of the four modules which are assessed as part of
the project. There are some essay type assignments in all projects and a few
summative theory exams in first and second year. I think the non-numerical system
works well. It is easier to grade and the students get more feedback from it, than just a
number. It took me time to adjust to it, but I see the merits of it now. I have no major
group assessment type assignments but hope to introduce this, as mentioned
previously.
Week 8 - Tutorial on Module design proposal
See Part 3: Design for Learning: Re-design of an existing module, for my thoughts
on this. See PowerPoint notes from the session, which I presented to the class on that
date. See blog in Appendix for my reflections on the session.
Week 10 - Role of Evaluation in Curriculum Design
I terms of my classroom practice to date, there are student evaluation forms handed
out annually to all classes, or at the end of shorter courses. The problem with the
system in my college is that they are seen by management only, so the teachers dont
get to see what has been said about their performance. I have been told in the past by
administrative staff that I have got very positive reviews, but I have also been told
about other staff members who have got negative reviews. This does not give the
teacher a chance to defend themselves. It is probably better to have some negative
reviews as well as positive ones, as you usually cannot please everybody all of the
time. I have seen teachers removed from teaching certain classes in the following
academic year and I have also seen teachers lose their jobs without getting a full
explanation. I think this is very unfair and there should be more transparency. In a
private college, there are only yearly contracts issued, so the employee is quite
powerless. I liked the evaluation form shown to us in this session, which was from the
Australian system, which put responsibility on the student too. The student has tended
to be thought of lately as a client or customer, who then of course expects to be
treated as if they are always right. This is referred to by Higgins, Hartley & Skelton
(2002), stating that the majority of students.perceive higher education as a
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service, in which they view assessment as obstacles to overcome in the pursuit of

grades.
Week 11 Journal Article Review

See Part 4: Researching Curricula: (C) Journal Article Review, for my thoughts on
this. See www.Prezi.com Journal Article Review Tracey Dalton, for my
presentation given to the class, at this session. Please see the original journal article
and my blog on the session in the Appendix. In terms of classroom practice, this type
of analysis, critique and research may be an assignment I would consider introducing
for third year students, in a similar form. They would review an article relating to
design, in some manner.
2. Personal Learning and Teaching Development
Note: This section (a) was written on 15/02/2011.
a) An individual learning plan for Module 2 a personal account of your hopes,
expectations, and aims for learning and development in this module. It will be based
on the discussions with your assigned tutor at the start of the module.
For Module 2, the focus of the course changes from reflection of teaching to
curriculum design and application of teaching and learning in the third level
classroom, using various learning strategies, such as community based learning and
assessment strategies. In terms of the portfolio submission at the end of Module 2, I
have highlighted four key items which I need to think about from an early stage, in
order to successfully complete the module. These four key items are the following:
1. Choosing a module to re-design.
2. Choosing a topic for the practitioner research project.
3. Finding a journal article which is based in my professional area of teaching to
review.
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4. Choosing a learning resource to review.

I feel that if I can decide on these four key issues at an early stage in the module it
will give me good direction. While experiencing the lectures and learning from them
each week, I will be learning a lot of new ideas throughout the module.
Decisions on the four key issues will be as follows:
1.
The module I am thinking about re-designing is Drawing Techniques and

Approaches which is referred to as Unit 1 at first year entry in the HND
in 3D Design, which I currently teach on at my college (Dublin Institute of
Design). It is an Edexcel/Btec awarded higher national diploma, with 16 units
in total. (Just to note, when I refer to a Unit, it is the Edexcel equivalent to a
Module). This unit needs re-structuring to allow students especially parttime students more time to learn to draw and sketch, rather than spending too
much time (as it is at present) on theory based lectures.
2.
The topic I am thinking of choosing for the Practitioner Research Project is

related to my colleges bid to gain accreditation for HETAC approval Level 7/8
courses. It would extend the HND to an ordinary degree level qualification,
for students wishing to pursue a third year.
3.
The journal article I will choose is not decided at this date and will be based
on research and discussion with tutors.
4.
The learning resource I want to review is the AutoCAD software package

which is used in the architecture and design field. I will review its use as an
aid in design drawing. After all, it is an abbreviation of Computer Aided
Design.
Other hopes, expectations and aims for this module would be to gain greater
knowledge of the module document and constructive alignment (Biggs, 2002) in its
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structure. I think that this is one of the areas of teaching which we tend to overlook,
especially when we are entering our first year of teaching and are merely finding our
feet, making sure our lectures are prepared well and run smoothly.
Personally, I came from over ten years working in industry and the main aim I had
was to teach students to produce a professional portfolio of design work which
prepared them for the work place. I did this through demonstrations of industry
methods of producing design work and real life stories relating to my experiences as a
designer. I did not go to the module document to check that I had aligned the teaching
to the learning outcomes of each module/unit. I think I succeeded without knowing it
in most areas, but maybe not in all areas. Nobody alerted me to the units in the course
in depth.
I was primarily an AutoCAD teacher in my first year of teaching and didnt have to
deal so much with the breakdown of units which were important in other design based
parts of the course. As time went on, I gained more knowledge because I had more
time to deal with it and now I am ready to get full understanding of curriculum
design.
b) Critical Reflection Account
(i) Curriculum Design
Initial Thoughts
Initially, when I thought about the Curriculum I probably viewed it in the same way
as a lot of people. I would think of it as being a course of study, which is made up of
various subjects /course content. Each subject would have a learning objective and in
turn, assessment criteria would be set up to determine how well the student has
achieved the objectives. This is an overview of curriculum which is referred to in
The curriculum? Thats just a unit outline, isnt it? (Fraser & Bosanquet, 2006), (See
Appendix 2), as Category A: the curriculum is the structure and content of a unit
(subject).
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When we think of a topic we start with a basic definition and through greater analysis
of the subject we come to a deeper understanding of what it is really about. In
reference to the article mentioned above, there are no wrong answers to the questions
and all are valid. As we move from Category A to D which states the curriculum is a
dynamic and interactive process of learning (Fraser & Bosanquet, 2006), we are
scaffolding our definition of the word. Personally, I feel they are all true definitions
and that even though I may have initially thought in terms of Category A, I
frequently teach using the Category D definition.
Influencing Factors
The curriculum is affected by various influencing factors. These would include
awarding bodies, lecturers, industry, the university/institute, research, funding,
students, benchmarking, external bodies, resources and personal values:
Awarding bodies/External Examiners: They determine and approve the curriculum;
must be adhered to, in order to have a sense of discipline.
Lecturers: They all have different views on teaching and curriculum and can vary
from teacher directed types to student centred.
Industry: The curriculum should reflect industry depending on the course to
produce students who the necessary skills for industry. Of course, education is for
life-long learning and not all courses are industry focussed eg. Classical and Roman
Civilisation.
The University/Institute: The governing bodies in the university/institute will be
involved in the Curriculum as overseers.
Research: The curriculum design of a course should attempt to include aspects which
will enable and encourage students to have the desire to research into their chosen
area of study. This should be encouraged from first year, if possible, to produce
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learners who are innovative, with a desire to change the world. This can be affected
by resources and funding.
Funding: The amount, or lack, of funding on a course can effect how much resources
can be put into curriculum design. This can determine the quality of teaching and
willingness for change.
Benchmarking: The standards of curriculum design in a third level institution may be
determined or compared to other third level institutions, to maintain high standards in
a particular area of study.
Students: Students have an effect on curriculum design, because nowadays, they are
sometimes treated like clients or customers, paying a fee for their education and
demanding certain results/expectations from their chosen course of study.
Values and Teaching Methods: Educators have different values and a belief about
what they personally feel is an important aspect of the curriculum. The aim is to
communicate and come to the best conclusion between the teaching fraternities.
Interesting Ideas about Curriculum
Latin origin:
The word curriculum originated from the Latin word for course, which makes a lot
of sense as we think of a course eg. a race course as circular, which ties in with the
cycle of learning and ties in with learning strategies such as experiential learning,
(Kolb).
Constructive Alignment:
This is a definition of curriculum defined by John Biggs (2007) which enables the
student to learn constructively through the activities which are taught to them and
then be assessed on what they have learned. The teachers task is to align the learning
activities with the assessment.
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Knowing, Acting and Being:

This is a philosophy of curriculum design defined by Barnett & Coate (2005) in
Engaging the Curriculum within Higher Education. This theory is about gaining
knowledge through learning, acting on the learning through using the skills learned,
and being the professional in the workplace/life through the gained knowledge and
skills.
Content, Purpose and Organisation:
This is a theory created by Walker (1990). The content refers to the topics and
themes of the course; the purpose is the intellectual, personal and social reasons
behind why a student has chosen the course of study; and organisation refers to how
the curriculum is planned and the sequence in which it develops. It is scaffolded to
build on the learning.
Teacher Directed v. Student Centred:
This theory is referred to in The Curriculum? Thats just a unit outline, isnt it?,
(Fraser & Bosanquet, 2006), and can be broken into a mindset of educators which
take on a lecture based, teacher directed, traditional/discipline and performance based
methods of curriculum design versus a philosophy which is student centred, focussing
on problem based and experiential learning, cognitive skills and aiming to produce
students who are socially critical and have a desire to change the world around them.
The Hidden/Sabre Tooth Curriculum:
The hidden curriculum (Bowler & Gintis (1976), Illich (1970) & Snyder (1971))
refers to the fact that students can be strategic learners. For example, the Leaving
Certificate, choosing to learn only a necessary amount of what is required, in order to
pass exams. This doesnt necessarily mean that they understand what they have been
taught. Another aspect of Hidden Curriculum is that lecturers can give messages,
consciously or unconsciously, that some items of the curriculum are more important
than others which are re-iterated in the way students learn for the Leaving
Certificate. Lecturers sometimes set deadlines, but dont keep them. This gives an
ambiguous message to students.
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The Sabre Tooth Curriculum (Peddiwell/Benjamin, 1939), refers to a theory that

educators sometimes teach topics because they have always taught them, maybe
because they have not kept up with new trends in their area of study/research. Their
method of teaching a subject is practically extinct, or the subject is. For example, the
City & Guilds 3D CAD assessment, still assesses features which are dated and no
longer used such as mesh modelling.
My Preferred Definition
I think that all the theories mentioned above are valid. Many of them have common
themes and similar ideas throughout. The theory which I feel best describes
Curriculum to me is Biggs theory of constructive alignment (2007) as it is a logical
theory which follows four steps:
Defining the intended outcomes.
Choosing teaching/learning activities.
Assessing students learning outcomes to match what was intended.
Arriving at a final grade.
(ii) Assessment Strategies

To express my thoughts on this subject I will break it into three headings:
a) Assessment
b) Assessment Feedback
c) Group Assessment
a) Assessment
Assessment methods and requirements probably have a greater
influence on how and what students learn than any other factor.
This influence may well be of greater importance than the impact
of teaching materials. (Boud, 1988) As cited by M.Crehan, Mar. 2011.
As stated above, I would agree that assessment and how learners are assessed is
probably to the forefront of most students minds and determines what they choose to
focus on in terms of priority learning. This tends to mean that a large amount of
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students became strategic learners. This type of learning is what a lot of students have
become accustomed to in secondary level education.
Summative assessment would have been the primary assessment used, which means
students are unfamiliar with formative assessment methods. Summative assessment
looks back on what has been learned, in the form of a final or interim exam usually.
Formative assessment looks forward and aims to continually assess through tasks
which are continually assessed such as project work. The learner is involved in more
vocational exercises, with the aim of getting experience and improving their standard
with each project. Assessment strategies must be aligned with the learning outcomes
of a particular module or subject. The lecturer must contemplate what form of
assessment will enable the most learning.
Some key questions are:
Why are we assessing? We probably want to monitor that the student has
understood what they have learned.
What is it we are actually assessing? Is it a skill, formula, memory task, method,
intuition etc.
How are we assessing? Are we using a formative or summative method and is it
best suited to show that learning has occurred.
Who is best placed to assess? - Usually the lecturer is best placed to assess.
However, there is a place for peer, self and group assessment of certain subjects. After
all, students best learn when they can do something for themselves and then show
another how do something which goes back to ancient times:
"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will
understand". (Confucius, 450BC)
When should we assess? Is the subject/task being assessed at the end of a term or
academic year, or would it be better assessed at shorter intervals? Maybe it is project
work which is continually assessed or an essay format as opposed to exam format.
b) Assessment Feedback
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Assessment feedback is a key issue when considering assessment methods and when
we assess as tutors. If assessment only occurs at the end of the academic year, there
may be only a grade issued with no feedback. The student doesnt get an idea of
where they could improve or what they did particularly well on. Written feedback can
often be vague, or the same feedback may be given to a number of students. It may
need to be more specific. Studies have shown that the majority of learners appreciate
feedback which is both positive and negative. Verbal feedback is very valuable but
not always possible in terms of time constraints and class size.
The seven principles of assessment and feedback practice (Nicol, 2004 as cited by
M. Crehan March 2011) are as follows:
1. Facilitates the development of self-assessment (reflection) in learning.
2. Encourages teacher and peer dialogue around learning.
3. Helps clarify what good performance is (goals, criteria, expected standards).
4. Provides opportunities to close the gap between current and desired
performance.
5. Delivers high quality information to students about their learning.
6. Encourages positive motivational beliefs and self-esteem
7. Provides information to teachers that can be used to help shape the teaching.
Reflection is an important element of feedback which is often forgotten. Without
proper feedback, reflection is not possible. Assessment feedback brings up power
issues for tutors. As stated by Higgins et. al. (2001), the tutor is in a position of both
assisting and passing judgement on the student. Their judgement puts them on a
higher level and they have the ability to involve feelings such as pride and shame
within students (Layder, 1997) as cited by Higgins, Harley and Skelton, 2001.
In our everyday lives we communicate through common understanding, but students
may feel that they do not get to know their lecturers, to enable this connection
(Higgins et. al., 2001). This means that they may not get to know what wavelength
or discipline a particular tutor comes from, in order to connect with them. Another
important issue is to make sure that students fully understand the learning outcomes
19
of a module which should be aligned with the assessment method and how they
can achieve them in their assessment tasks.
c) Group Assessment
Group assessment is another method of assessment which is worth considering for
appropriate tasks. However, it must be well planned and facilitated in order to work
successfully for teachers and students alike. The method of assessment which is used
must be clearly communicated to students, proving that it will be fair to all members
of the group. It must also be decided who will assess ie. tutor/peer, and what will be
assessed, ie. product, process or a combination of both. In Assessing Learning in
Australian Universities: Assessing Group Work by James, Mc Innis & Devlin; (2002)
discuss a lot of the theories I have written below in my own words, and I agree with
the points made in the text. Here are some of the ideas and thoughts discussed:
Some of the positives of group assessment are: (James, Mc Innis & Devlin, 2002)
1. It can improve the quality of learning and works on the two minds are better
than one principle.
2. Students will have to work in teams on occasion in the workplace and group
work prepares learners for this, giving them a sense of responsibility for the
team.
3. If correct preparation is used, group work may reduce the workload of tutors
in relation to assessing grading and providing feedback, as it could all be
carried out as a peer assessment.
Some of the negatives of group assessment are: (James, Mc Innis & Devlin, 2002)
1. The learner doesnt see a relevance to the task or the objective of it, perhaps
due to poor preparation and communication.
2. Some students do not think that group work replicates the work place and that
more individual work takes place.
3. Success of group assessment is very dependent on the previous experiences of
the staff and students involved.
20
4. Students are accustomed to being assessed as individuals at second level.

5. Students dont have negotiation skills and can get frustrated at having to use
them.
6. There is usually an imbalance of contribution. This can be interpreted as
unfair unless marking is proportional to work done.
7. If this method is overused, it can become arduous for staff and students to
organise and assess. A balance of different types of assessment works better.
Guidelines for group assessment: (James, Mc Innis & Devlin, 2002)

1. How will the group be formed? Should staff or students choose the group?
This will depend on the assessment or process. The group could appear to be
randomly chosen by teacher, but is actually well thought out.
2. Establish roles and responsibilities for each group member.
3. Schedule group meetings with consideration to travel time, work
commitments, family responsibilities, student disabilities etc.
4. Define and clearly explain group processes and procedures.
Options for group assessment of an assignment: (James, Mc Innis & Devlin, 2002)
1. Will it be assessed on end product or project process, or both?
2. What are the assessment criteria?
3. Who will assess? Lecturer, student or both?
4. Who will get the mark the individual, according to merit, or the whole
group?
i) Lecturer assesses the group final product.
- The marks are shared equally among the group.
- An individual mark for an allocated task.
- An individual mark for a written report.
- An individual mark for an exam.
ii) Student assesses the group final product.
- Students distribute the pool of marks.
21
- Students allocate individual weightings.

- Peer evaluation, which is moderated by the lecturer.
iii) Lecturer assesses the group project process.
- An individual mark based on observation of the project process.
- A group average mark based on observation of the project process.
- An individual mark for a written paper analysing the process.
iv) Student assesses the group project process.
- Peer evaluation, with an average mark awarded, based on pre-determined
criteria.
- Self evaluation by student, which is moderated by lecturer, based on
pre-determined criteria.
There are so many options on assessment marking of a group assignment to consider.
I think the chosen method is taken on project by project basis, depending on
circumstances. The advantage of this text by James et.al. is that it sets down all of the
options, available to the lecturer and acts as a checklist to refer to when designing a
group project.
c) An action plan for further professional development in the future.
General ambitions for the future:
As I come to the end of Module 2 of the Postgraduate Diploma in Teaching and
Learning I can reflect on what I have learned and how I plan to use some of the
theories and strategies I have learned. I chose to pursue this course because I wanted
to learn new methods of teaching in order to become the best teacher I can possibly
be. I also chose to do the course, because I would like on to a state funded college, or
a more secure position, in the future and I would also like to pursue a masters degree
in higher education or e-learning at some stage over the next five years. Bearing in
mind, the current economic climate ie. recession, I may not be able to make a move
as quickly as I would like. However, I feel that I will be in a good position to move on
with the experience and learning I have gained from the course. I will put my learning
into practice in my current teaching position.
22
Curriculum Design:
I plan to propose change to a module I am teaching, which I will talk about in detail
in part 3: Design for Learning. I will put this change into action in the next academic
year.
Group Work/Service Learning/Problem Based Learning:
I intend to use more group work and assessment. This will involve planning and
organisation before it is put into action. It will be introduced on a third year design
project, which will combine all three aspects. The project will be something related to
a care home or hospice. It may involve background work on the teachers part, such
as contact with a care home and preparation of lectures on the subject and maybe on
palliative care in the case of a hospice. It will involve research on current regulatory
legislation in the area.
Evaluation:
(Please see Appendix 2 for student evaluation form referred to below)
I would like to use some of the types of evaluation I have been shown to gain student
feedback which is more balanced in its method. The best evaluation questionnaire we
were shown in class was from Australia and had a very broad range of questions
which were about the students academic life, extra curricular activities and general
lifestyle. Some of the questions are not relevant to the small private college I am
currently working in, but a lot of it could be used. The greatest aspect to this
evaluation form is that it is not just about the college serving and accommodating the
student to their satisfaction, but puts a responsibility on the student to contribute to
campus life.
Blended Learning:
In both modules of this course, I have had lectures on blended and e-learning. A vast
amount of information on various technologies has been brought to my attention. I
propose to explore some of these technologies and incorporate them into teaching and
23
learning. Some suggested software tools were Active Words, Book Collector,
Filemaker Pro, Mint, ViceVersa, Wikis, Prezi and many more.
Practitioner Research Project:
For this part of the portfolio, which will be carried out during the summer months and
presented in September, I have chosen to assess the process involved in a bid to add a
third year to the Higher National Diploma in 3d Design, which I am currently
teaching. Please see part 4. Researching Curricula (b) Practitioner Research Project
for more thoughts on this topic.
3. Design for Learning:

Task: To re-write an existing module in order to add value to the student learning
experience. (See Appendix for lecture notes and tutorial presentation notes)
(i) Background to Module Descriptor
Title: Unit 1 Drawing Techniques and Approaches
The module I have chosen to re-design is called Drawing Techniques and
Approaches, which is module 1 (referred to by Btec/Edexcel as Unit and I will refer
as such herein). It is Unit 1 of seven core units in the Btec/Edexcel Higher National
Certificate / Diploma in 3d Design, which has an NFQ level 5 (1 year certificate) or
level 6 (2 year diploma). Unit 1 is the first unit of three units taught to students, being
units 1, 2 and 3 listed below:
Unit 1: Drawing Techniques
Unit 2: Historical and Contextual Referencing
Unit 3: Properties of 3d Materials.
It covers a ten week first term and five weeks of term 2, with a total session time of
sixty hours. Through these three core units, along with smaller projects, covering
some specialist units (choice of 9 out of 20), the students get an introduction to 3d
design, which then leads them onto project work for the last thirteen weeks of first
year. (Second year comprises of three terms, which cover three ten week projects.)
Students branch off into their chosen disciplines of interior, graphic and product
design when they start project work. Drawing Techniques and Approaches is a unit
24
which all three disciplines commence with, giving a common grounding for all
students. This makes logical sense because all types of design are linked.
Unit 1 (DT&A) is a unit I teach, with parts of it being split with another lecturer for
part-time classes. I currently teach three first year groups. They are:
Full time students 4 hours per week 60 hours total.
Part-time day students 2 hours per week (15 hours extra by other) 45 hours total.
Part- time evening students 3 hours per week 45 hours total.
There are no issues with the full time students, as they receive the allocated hours in
teaching, with projects carried into term 2, which allow students to put skills learned
into practice. However, the part-time students cannot possibly get the desired 60
hours. This is the nature of choosing to study part-time for the same qualification,
with hours lacking expected to be carried out through work in the students own time.
(ii) Aims and Objectives
Many teachers, particularly those responsible for introductory
units, feel a responsibility to cover the territory. Regretfully
they will admit that their students never get the chance to look
at any topic in depth there is always too much to be covered.
(Toohey, 1999, P.13)
The key issues with the teaching of this unit which have proven unsatisfactory are the
lack of teaching hours available to part-time students and the course content. I
propose to re-design the existing module descriptor and most importantly, re-structure
the lessons, to allow more time to topics of greater importance. The existing
module/unit description is good, but the content does not align to it completely. One
obvious omission from the existing module descriptor is the subject of colour theory.
The unit is called Drawing Techniques and approaches, so even the title of the unit
does not necessarily mention theory at all. When I started teaching this module/unit, I
was given a schedule for each session, in which this topic featured heavily. Colour
theory is interesting and important to future designers but it is not as vital as good
drawing and rendering skills. When I was a student Spatial Design myself, in DIT
Mountjoy Square, for 1992-1996, I did not learn about colour theory in such a
detailed and scientific manner. In a way, it is assumed that artistic people have a
25
natural instinct for using colour. I had to learn a lot of the theory myself before I
taught it. There were lectures prepared from previous years, which I could work with
and improve on. Some of the topics were even defunct, in my opinion, such as The
Munsell System (See Appendix: Colour Theory - Lesson 2) and therefore would be
reminiscent of The Sabre Tooth Curriculum (Peddiwell/Benjamin, 1939).
Also, it is difficult to assess this subject also. Weekly physical tasks are given, but the
only way to assess the theory is to set an exam. The answers are definitive, assessing
if the student understands the theory (See appendix Colour Theory exam). Some
students do very well on this exam and others do terribly. I have a lot of international
students, so language barriers can be another problem area. A new method of
assessment may be necessary. It may need to be a larger physical and visual project,
or an essay type assignment.
The other major issue is that part-time students do not get enough time to learn how
to do a perspective drawing by hand on the drawing board. I think this is important.
The students will learn how to 3d Model in AutoCAD and set up perspectives, but the
learning would be constructive aligned (Biggs, 2002) if they had more tie to learn
technical process, with practical experience.
(iii) Existing Module Descriptor
Unit 1: Drawing Techniques and Approaches

Learning hours: 60
NQF Level 5: BTEC Higher National H1
Module Author: Edexcel/Btec
Description of unit
In this unit learners will be encouraged to develop visual thinking and creativity for
design work. This unit will enable learners to experiment with drawing approaches
and techniques in order to broaden their experience and understanding of visual
language. Learners will need to use materials and media which are specific to drawing
and 3D design, as well as unusual materials and media which may extend visual
26
language and creativity.
Summary of learning outcomes

To achieve this unit a learner must:
1 Comprehend the specific nature and qualities of drawing media and materials
2 Demonstrate creative use of drawing techniques and processes
3 Develop and extend understanding of visual language
4 Evaluate work for further development.
Content
1 Drawing media and materials
Drawing medium: pencil, compressed/willow charcoal, marker pens, chalk, oil,
pastels, graphite, dry pigment, silver point, inks, dyes, various paints Technological
media: computers, lens-based media
Specific nature and qualities of drawing medium: mark-making techniques using a
range of wet and dry media, use of media in traditional and non-traditional ways, own
and others work
2 Drawing techniques and processes
Application of materials and techniques: traditional, non-traditional technologies, 2D,
3D
Contrasting concepts: for example hot/cold, dry/wet, soft/hard, alive/dead,
dark/light
Alternative contexts: life drawing, perspective drawing, analytical studies,
environmental drawing.
27
3 Visual language
Visual language: the clarification and utilization of visual coding and decoding,
including semiotics, semantics, symbolism, icons and concepts.
Formal elements: colour, line, pattern, texture, form and tone, structure, composition,
weight, mass, space, volume, proportion, scale, balance, movement
Personal and/or emotional response: through the intentional use of layout and
composition, stability, energy, movement, harmony, discord, balance, disparity,
distortion
4 Development
Evaluate and analyze: de-construction of outcomes, identify strengths, weaknesses,
successes or failures, application of criteria for the analysis and evaluation of
creativity
Adaptation: combination, modification and re-construction of outcomes.
Outcomes Assessment Criteria for Pass

1 Comprehend the specific nature and qualities of drawing media and
materials
To achieve each outcome a learner must demonstrate the ability to:
o research and record specific qualities of various media in own and others
work
o produce a range of competent work showing use of various media in
traditional
2
and non- traditional ways

Demonstrate creative use of drawing techniques and processes
o present a juxtaposition of concepts, subjects, techniques and materials through

a range of work.
o show originality and innovation.
28
Develop and extend understanding of visual language

o apply materials in a range of work to express a personal/emotional response.

o manipulate formal elements in a range of work to evoke emotional response.
o critically analyze others work.
4 Evaluate work for further development
o produce a range of evocative, expressive work for development.
o prepare work for presentation.
o analyze and evaluate own work in terms of creativity through discussion.
Guidance for Lecturers

Delivery
Delivery of this unit should be practical and motivating for the learners. An
experimental approach is required to encourage learners to broaden their visual
language and creativity.
Learners should be exposed to as wide a range of good-quality examples as possible.
In particular the study of visual language in relation to different cultural contexts
should be wide ranging, with a particular focus on mark-making techniques, formal
elements, and responses, moods and emotions evoked.
Learners should be encouraged to look at contemporary youth culture as well as
historic sources for reference. Learners should be encouraged to experiment in their
own work, and evaluate their own use of visual language. Unusual materials and
media which may extend visual thinking and creativity, as well as materials and
media which are specific to art, craft and design, should be used.
Learners should demonstrate their knowledge and understanding in a range of ways,
29
through discussion, presentation, criticism with tutors, professional practitioners and

the peer group. Formal elements and visual dynamics are essential parts of the
vocabulary for all artists, craftspeople and designers. These technical terms should be
used in discussion with learners about 3D design work. Research is a basic skill that
is developed through this unit in order to broaden visual thinking and creativity in 3D
design.
Learners will need to be encouraged to research others work and critically analyze
their use of materials and media, techniques and processes to improve the quality of
their own work.
Learners should be shown how to record sources carefully and accurately citing
authors, titles of books, articles, journals and publications, date of publication, place
of publication and country of publication.
Assessment
Evidence for this unit can be generated through exploratory work using the formal
elements of 2D visual language and mark-making techniques. Work produced should
communicate a theme effectively and evoke responses from the viewer.
Learners can present their analysis and evaluation of their own and others work in
written assignments or to peer groups and/or tutors for discussion.
Learners should be able to articulate their own thinking using appropriate language,
through discussion and evaluation, demonstrating a broader understanding of visual
thinking and creativity in their work.
Links
This unit can link to all other units as a developmental unit. Drawing is of central
importance to this qualification and learners must be able to think visually. It could be
used as part of a vocationally-focused assignment which embraces both practical and
more theoretical units.
Resources
For practical work, basic studio resources will be required. Resources for research
may include a learning resource centre, the internet, CD-Roms, databases, specialist
publications, galleries, exhibitions, questionnaires and interviews with practitioners.
Support materials: Books
30
Berger J Ways of Seeing (Penguin Books and BBC, London, 1973)

Berger J About Looking (Peter Smith Publications, 1992)
Gombrich E H Art and Illusion: A Study of the Psychology of Pictorial Representation
(Phaidon Press Limited, 1995)
Hoffman D Visual Intelligence What We Create and What We See (WW Norton &
Company, 1998)
Date of Academic Council Approval: March 2005

BH015806 Guidance and units
Edexcel Level 5 BTEC Higher Nationals in 3D Design
(iv) The Current Course Content/Timetable

(Note: Please see Appendix for all course notes, assignments and examinations.)
Class
Session
Length of
Session
Session Topic
Delivery method
Meet & Greet. Term Schedule.

Materials/equipment list.
4 hours full time/

3 hours
part time
students
4 hours full time/

3 hours
part time
students
Colour Theory 1
Colour wheel.
Sketching Introduction.
Technical Drawing: Intro to tech.
dwg, materials and equipment,
surveying, scale. Home survey
assignment.
Colour Theory 2
Hue, Value and Chroma.
Sketching.
Lecture,
PowerPoint,
Hand-outs,
Demonstration on
white board/drawing
board.
Lecture,
PowerPoint,
Hand-outs,
Demonstration on
Technical Drawing: Survey a room white board/drawing
in the college. Sketch plan.
board.
Technical plan.
Group work.
31
One to one feedback.

Colour Theory 3 Contrast
4 hours full time/

3 hours
part time
students
4 hours full time/
3 hours
part time
students
4 hours
full time/
3 hours
part time
students
4 hours full time/

3 hours
part time
students
4 hours full time/
3 hours
part time
students
Gallery visit.
Technical Drawing: Technical
plan. Planning a space to scale.
Scaling furniture.
Colour Theory 4
Colour harmony & Psychology;
Sketching on location. (Full Time
Only)
Technical Drawing:
Elevations/sections. Concept
Boards.
Lecture, PowerPoint,
Hand-outs.
Demonstration on
white board/drawing
board. One to one
feedback.
Hand-outs,
Demonstration on
white board/drawing
board. One to one
feedback.
Colour Theory 5
Colour schemes.
PowerPoint, Handouts.
Sketching on location.
(Full Time Only)
Technical Drawing: Axonometric

Drawing / Isometric Drawing
(CAD)
Demonstration on
white board/drawing
board. AutoCAD.
Colour Theory 6
Hand-outs,
Colour through historical periods
Group Communication Project.
Technical Drawing: Ink pen
drawings. (Full Time Only) Title
Blocks.
Colour Theory written exam
Rendering assignment handout.
Rendering samples demo
marker, coloured pencil, and
pastel.
Technical Drawing: Cad drawings.
32
Student Presentation.
Group feedback.
Demonstration on
white board/drawing
board.
Exam Hand-out.
Demonstration of
rendering styles.
AutoCAD,
Demos.
Sample Boards. (Full Time Only)
10
4 hours full time/

3 hours
part time
students
4 hours full time/
3 hours
part time
students
4 hours full time/
3 hours
part time
students
Rendering
Studio Time
Rendering
Studio Time
Rendering assignment
presentation
Sketchbook submission.
Presentation of mini space project
(Full Time Only)
Student Presentation.
Group feedback.
Grading and feedback.
11
12
13
14
4 hours full time/

3 hours
part time
students
4 hours full time/
3 hours
part time
students
4 hours full time/
3 hours
part time
students
4 hours full time/
Pecha Kucha Brief.

(Unit 19 Visual & personal
presentation)
1 point perspective (Full Time
Only)
1 point perspective
Cube Brief Handout
(Unit 8 Design Method)
Pecha Kucha Presentation.

Hand-outs,
AutoCAD, Handouts
Lecture, Hand-outs,
AutoCAD. Demo on
white board/drawing
board.
Brief hand-out.
Student on
PowerPoint, Group
feedback.
2 point perspective
Cube Brief progress
(Full Time Only)
Only)
33
AutoCAD,
Hand-outs,
Demonstration on
white board/drawing
15
3 hours
part time
students
4 hours full time/
3 hours
part time
students
Cube Brief progress

Only)
Cube Brief presentation
board.
Demonstration on
white board/drawing
board.
Group feedback.
v) Problems with the Current Course Content

o Too much time is spent on colour theory 7 weeks total. This could be
reduced to give a broader knowledge in less time, omitting defunct
information.
o Colour theory is not a good introduction to design, with other aspects being
more important. It misleads the students when they start the unit. They may
expect to be doing more hands-on exercises, given the title of the unit.
o Not enough time spent on sketching especially part-time students. Students
have to sketch at home and get feedback. It is also difficult to get to see all
students on a one to one basis for any reasonable length of time.
o Not enough time spent on perspective drawing for part- time students, as
previously discussed in aims and objectives.
o Not enough time spent on technical drawings especially with ink pen. This is
an important stepping stone to AutoCAD drawing and encourages neat and
professional presentation.
o More time required to explore different drawing/rendering media. This would
help students understanding colour theory in a more hands-on way.
o More hand drawing would be encouraged in students project work than
always relying on computer software. Students tend to get a mindset that the
computer can do all of the work, when it should really be thought of as a tool
for designing, but the inspiration and skills should come from the person.
o More time required for location sketching. The schedule is so tight that items
like this tend to be squeezed out.
34
o More time required for group work. The logistics and planning of group work
tend to mean that this method of teaching and learning is not used often
enough.
o More time required for visits to galleries / exhibitions and showrooms. This is
similar to the last two points and is really thought of as an added luxury.
o Part-time students expected to practice in their own time out of necessity. This
is essential and is not so a problem, but a fact of life as a designer in general.
(vi) Proposed Module Descriptor

Unit 1: Drawing, Rendering and Mixed Media Techniques
Learning hours: 60
NQF Level 5: BTEC Higher National H1
Module Author: Tracey Dalton
Description of unit
In this unit learners will gain knowledge of various drawing media which will aid
them in the application of 3D design. They will learn how to use appropriate media to
a high standard and develop drawing and rendering skills, which can be used and
improved on in future projects. Learners will also develop creative drawing.
Rendering and mixed media skills, which may extend their visual language. The
drawing and rendering skills learned will be freehand, technical and computer aided.
Learners will also explore the theory of colour and its application in 3D design.
Summary of learning outcomes
35
To achieve this unit a learner must:

1 Comprehend and master the skills to use various drawing media and materials.
2 Demonstrate creative use of drawing, rendering and mixed media.
3 Develop and extend visual communication skills.
4 Evaluate work through critical and visual things skills, for further development.
Content
1 Drawing media and materials Raw materials
Drawing medium and mixed media: pencil, polychromos, charcoal, marker pens,
chalk/oil pastels, ink pen, metallic pens, collage, fabrics, print media, paper and art
board.
Technological media: computer aided, lens-based media
Specific nature and qualities of drawing medium: line work, hatching techniques,
creative an exploratory use of media, photomontage, industry trends and styles.
2 Drawing, rendering and mixed media Technique
Application of materials and techniques: traditional and non-traditional drawing,
rendering and mixed media techniques in 2D and 3D work.
Contrasting concepts: application of colour theory, hot/cold, dry/wet, soft/hard,
alive/dead, dark/light
Alternative contexts: technical drawing, perspective drawing, analytical studies,
environmental drawing, abstract and conceptual sketching.
36
3 Visual communication - Presentation

Visual language: the ability to express conceptual ideas literal, lateral, abstract and
symbolic contexts.
Formal elements: Introducing design elements into 2D and 3D work through use of:
colour, line, pattern, texture, form and tone, structure, composition, weight, mass,
space, volume, proportion, scale, balance, movement.
Personal and/or emotional response: Introducing design principles into 2D and 3D
work through: layout and composition, stability, energy, movement, harmony, discord,
balance, disparity, distortion to enable learners to express conceptual and concrete
ideas.
4 Development - Research
Evaluate and analyze: Learners should be able to evaluate and analyze work in
progress, finished work and assess its functionality and creativity.
Adaptation: Learners will correct mistakes through further learning, self evaluation
and critical thinking.
Outcomes - Assessment Criteria for Pass
Outcome 1:
Comprehend and master the skills to use various drawing media and materials.
Assessment: To achieve each outcome a learner must demonstrate the ability to:
o research and record techniques used in drawing, rendering and mixed media in
their own and others work.
o apply their learning through use of drawing, rendering and mixed media in
traditional and non- traditional ways.
Outcome 2: Demonstrate creative use of drawing, rendering and mixed media.
o show creativity and conscientiousness through conceptual and technical work.
o show originality and innovation in the use of drawing, rendering & mixed
media.
37
Outcome 3: Develop and extend visual communication skills.

o show personality and individuality through expression in a range of work.
o Explore specific chosen topics in various techniques in order to capture the
viewers attention.
o critically analyze others work to strengthen the learners own sense of style
and aesthetics.
Outcome 4:
Evaluate work through critical and visual things skills, for further development.
o produce both realistic and abstract work which expresses concepts clearly and
can be developed in the future.
o prepare work for presentation, both verbally and in hard copy to a professional
level.
o analyze and evaluate work through critical discussion at group presentations
and develop ability to be critical of own work.
Guidance for Lecturers
Delivery
This unit should be delivered in a way which is motivating, enticing learners to
improve their practical and creative drawing skills, covering freehand and technical
methods of drawing.
Lecturers should show learners high quality examples of drawing, rendering and use
of mixed media. This can include contemporary and retrospective design work but
can also include the work of artists and architects.
Good quality examples of the lecturers own work from time spent in their profession
would be beneficial and desirable also.
Lecturers should also show work with a variety of cultural contexts.
Drawing techniques should progress from basic line drawing and mark making
techniques, use of design principles, conceptual work and also technical and
perspective drawing.
38
Learners should also gain a basic knowledge of colour theory for further
development.
Learners should be encouraged use many types of drawing media, both traditional and
experimental, to create innovative and creative work.
Learners should become critical thinkers in design through class discussion,
presentation, group work, self criticism and one to one feedback with tutors.
Design principles should be encouraged in design work. Technical terms in certain
types of drawing and theory eg. Technical and perspective drawing and colour theory
should be used in class and encouraged.
Research is a crucial skill which will be developed through future project work.
Learners should be shown how to research in a thorough manner and with a critical
mind.
Assessment
Learners should show evidence that they have mastered drawing, rendering and
mixed media techniques through project work and assignments. The work should
communicate their concepts and schemes in a way which clearly communicates to the
viewer what they are trying to express. The majority of work in this unit is visual and
will be assessed through group presentation or through submission of notebooks and
sketchbooks, which show thoughts and responses of the learner in a visual manner.
These projects and sketchbooks demonstrate visual thinking, creativity and
innovation in their work. Other items in the unit, such as colour theory can be
assessed through sketchbook exercises along with an essay or summative exam. This
unit is primarily formative, for further development in the future.
Links
Drawing and rendering are the backbone of 3D design and learners must be able to
communicate visually. This unit translates to many other units in the course in a direct
or indirect manner.
Resources
39
For practical work, basic studio resources will be required and students should be
provided with an equipment list. Resources for research may include the internet,
databases, libraries, specialist publications, galleries, exhibitions, questionnaires and
interviews with practitioners.
Suggested Reading List for Learners: Books
Tangaz, Tomris - The Interior Design Course (Thames & Hudson Ltd., 2006)
Hughes, Alan - Interior Design Drawing (The Crowood Press Ltd., 2008)
Doyle, Michael E. - Color Drawing., 3rd Edition ( Jon Wiley & Sons, Inc., 2007)
Varley, Helen Colour (Marshall Editions Ltd., 1983)
Date of revision of module: March 2011
Edexcel Level 5 BTEC Higher Nationals in 3D Design
(vii) The Proposed Course Content/Timetable

(Note: Please see Appendix for all course notes, assignments and examinations.)
Class
Session
Length of
Session
Session Topic
Delivery method
Meet & Greet. Term Schedule.

Materials/equipment list.
4 hours full time/

3 hours
part time
students
4 hours full time/

3 hours
part time
Colour Theory 1 & 2

Colour wheel.
Hue, Value and Chroma.
Sketching Introduction
sketchbooks for life, work out of
college.
Technical Drawing: Intro to tech.
dwg. materials and equipment,
surveying, scale. Home survey
assignment.
Colour Theory 3 & 4
Contrast
Colour harmony & Psychology;
Lecture,
PowerPoint,
Hand-outs,
Demonstration on
white board /
drawing board.
Lecture,
PowerPoint,
Hand-outs,
Demonstration on
40
Review sketchbooks. New task

given.
students
4 hours full time/

3 hours
part time
students
Technical Drawing: Survey a room

in the college. Sketch plan. Technical
plan. Technical drawing first term
assignment hand-out.
Colour Theory 5 & 6
Colour schemes.
Colour through historical periods
Colour theory essay assignment.
Review sketchbooks. New task
given.
Technical Drawing: Technical plan.
Planning a space to scale. Scaling
furniture.
Sketching on location.
4 hours full time/

3 hours
part time
students
4 hours full time/

3 hours
part time
students
4 hours full time/

3 hours
part time
students
white board /
drawing board.
Group work.
One to one
feedback.
Lecture,
PowerPoint,
Hand-outs.
One to one
feedback.
Demonstration on
white board /
drawing board.
One to one
feedback.
Hand-outs,
Technical Drawing:
Demonstration on
Elevations/sections. Concept Boards. white board
/drawing board.
Sketching on location in Gallery.
One to one
feedback.
Technical Drawing:
Axonometric Drawing /
Isometric Drawing (CAD)
Demonstration on
white board /
drawing board.
AutoCAD.
Sketch in a group.
Group Communication Project.
Student
Presentation.
Group feedback.
Technical Drawing:
Ink pen drawings. Title Blocks.
41
Demonstration on
white board
/drawing board.
4 hours full time/

3 hours
part time
students
Rendering assignment handout.

Rendering samples demo marker,
coloured pencil, and pastel.
Demonstration of
rendering styles.
Lecturers portfolio presentation.
4 hours full time/

3 hours
part time
students
Rendering Studio Time
4 hours full time/

3 hours
part time
students
Rendering Studio Time
One to one
feedback.
One to one
feedback.
Rendering assignment presentation
10
4 hours full time/

3 hours
part time
students
Sketchbook submission.
Submission of first term technical
drawing assignment.
Grading handout and feedback.
11
12
4 hours full time/

3 hours
part time
students
4 hours full time/

3 hours
part time
students
Student
Presentation.
Group feedback.
One to one
feedback.
Pecha Kucha Brief and

demonstration.
(Unit 19 Visual & personal
presentation)
Lecture,
PowerPoint,
Hand-outs,
1 point perspective demo on o/head.
AutoCAD, Handouts.
1 point perspective on drawing

board.
Cube Brief Handout
(Unit 8 Design Method)
42
Hand-outs, Demo
on white board /
drawing board.
Brief hand-out.
13
4 hours full time/

3 hours
part time
students
Pecha Kucha Presentation.

Where I come from?
2 point perspective demo on o/head.
Cube Brief progress
(Full Time Only)
14
15
4 hours full time/

3 hours
part time
students
4 hours full time/
3 hours
part time
students

board.
Cube Brief progress
board.
1 and 2 point perspective submission
after mid-term.
Cube Brief presentation
Student on
PowerPoint, Group
feedback.
AutoCAD,
Hand-outs,
One to one
feedback.
Demonstration on
white board /
drawing board.
One to one
feedback.
Demonstration on
white board /
drawing board.
Group feedback.
(viii) Changes to the Current Course Content

o Time spent on colour theory reduced to 3 weeks and prioritized for usefulness.
The reason for this is to give more priority to other topics in the unit. The
important theory can be used and some of the Sabre Tooth Curriculum
(Benjamin/Peddiwell, 1939) type theories can be omitted.
o Colour theorys importance reduced, with other aspects being as important,
especially sketching, orthogonal and perspective drawing as mentioned in
the aims and objectives section.
o More time spent on sketching especially part-time students. Students have to
sketch at home and get feedback, but more class work introduced. Time
allowed for sketching would pay dividends in future projects, to help students
to articulate conceptual ideas through concepts.
o Time spent on perspective drawing increased for part- time students. As I
have state in aims and objectives, it would align the learning and
understanding between hand drawing and computer aided drawing of
perspectives.
43
o More time spent on technical drawings especially with ink pen. The reason for
this is that it would also help students to align their had-drawn skills with their
CAD drawing. Also, the students will learn how to draw neatly and precisely,
due to the tricky nature of mastering ink pen drawing.
o More studio time introduced, to explore different drawing/rendering media.
The students would feel more confident to produce more hand rendered work
in future projects if they had more studio time to practice.
o More hand drawing encouraged in students project work, than always relying
on computer software. This is useful for future projects, to become a well
rounded designer.
o More time allocated to location sketching. It is important to sketch on location
as it improves the learners observation skills. A good designer tends to think
of design as a vocation and this relates to observation of the environment in
their everyday life.
o More time allocated to group work. Group work is an important part of real
world learning for the work place. It improves communication skills and the
ability to share and allocate tasks, which are important life skills.
o More time allocated for visits to galleries / exhibitions and showrooms.
During Design Week 2010, students visited galleries, exhibitions and
showrooms. It would also be advantageous if students could be brought to
London, Milan or Cologne to exhibitions. However, this may not be possible
in a small private design college with part-time classes.
o Part-time students expected to practice in their own time out of necessity. This
will not change and is the nature of being a part-time student. If the part-time
students are getting the same qualification as the full-time students, they must
put in the work out of college hours.
o Summative assessment omitted, using formative project assignments and
essay type assignments. The Colour theory exam would be omitted and
replaced with a hands on project, which incorporates the theories.
4. Researching Curricula:
44
a) Resource Review
I have chosen to review AutoCAD software, an Autodesk package for architectural
and design drawing, as it is the most commonly used software package in my field ie.
interior/architectural design.
Software Evaluation:
Objectives:
To assess the software and analyze its positive and negative aspects.
To assess if it is clear from the software what its functions are and what the
end product will be from usage.
To assess if it is user friendly and easy to navigate.
Layout and Content:

How is the software designed in terms of layout and content?
The software is graphically well-designed and legible with the use of pull down
menus, icons and text tools, which give the user the option to carry out functions in a
number of ways, choosing the method which suits the user best.
The layout of the software is logical in terms of the grouping of tools and commands.
This involves a layout where file saving/printing is grouped together, followed by
editing, then functional, then modification tools, leading to groupings which are more
specific to the system software and finally a help menu. This sequence is generally
used in a lot of software packages and it is good to have a common sequence which is
familiar to the user. One issue with the software is that it is revised on a yearly basis,
with a new design layout. Similar to all Microsoft Office software such as Word and
PowerPoint, the pull down menus have been omitted, with the use of tabs replacing
them.
By what process is the user expected to learn about the subject as they work through
the package?
45
The user is expected to learn the basic tools ie. drawing and modifying tools initially
and this is usually achieved through tutorials or lectures on each tool, with related
exercises to complete.
Is this a good way of learning how to use the software?
I think it is a good way to learn how to use AutoCAD, because we learn most by
observing and then doing.
Would your students be motivated to use this package?
The majority of my students are motivated to learn to use this package. They do not
necessarily find it easy to learn in the beginning, but know the necessity of mastering
the computer aided drawing skills for future projects. They would not be employed in
the design field without CAD skills. There are always a low percentage of students
who do not like using the package. They are usually lacking in computer literacy in
general and prefer to draw by hand. They tend to be more mature in age and have
worked on real world projects previously, drawing by hand. However, they do master
the skills over time.
Navigation/Usability:
How easy is it to navigate your way through the software without help?
It is fairly clear where the various tools are located and there is a help menu.
However, whether it is easy to navigate through the software without help depends on
how computer literate the user is or if they have used a similar drawing package
before. There are simple settings which are not easy to change initially, such as
display of scroll bars, background colour and display of layout tabs. Therefore, I
would not think that AutoCAD is easy to navigate without help.
Could you customise the package to suit your course requirements?
Yes, you can customise the package to suit your course requirements. For example,
AutoCAD caters for designers, architects and engineers, who all use it for different
purposes. There is the option to customise you interface to accommodate your
discipline. There is a Design interface option, which sets the interface to tool bars
used by designers. Whereas the Detailing interface is used predominantly by
46
engineers and architectural technicians, containing for example, detailing symbols for
building construction which designers would never use. The Visualization or 3D
architecture interfaces would be used for 3d modelling and rendering which would
rarely be used by an engineer.
Learner Support/Pedagogy:
How do the learning strategies encouraged in this package fit into those of your
existing courses and related teaching and learning materials?
AutoCAD is completely linked to other teaching and learning materials on the course.
Alongside computer aided technical drawing, first year students learn technical
drawing skills manually on the drawing board, which prepare them for CAD and act
as a natural progression.
What background knowledge or additional support would be desirable by your
students when learning this package?
Computer literacy and knowledge of a similar computer drawing package usually
give students a head start when learning from scratch. If they are struggling to learn
the skills, extra lessons or on-line tutorials and video demos can help to accelerate
progress.
What is the level of active participation required by the student?
Full-time students receive three hours class time per week and part-time students
receive ninety minutes class time per week. Therefore, it is essential for students to
acquire the software for use out of class time and get a lot of practice. They will not
learn to perfect the package in class time alone.
Are the students assessed in any way?
Students are given a mid-year assessment to test knowledge which is of low
importance in terms of end results. Their AutoCAD skills are assessed through their
project work and the quality of the drawings produced for presentation.
Technical Evaluation:
47
Is an interactive tutorial provided which gets users going quickly?

Yes, there is a tutorial provided and also a help menu. Most learners tend to by-pass
the tutorial though. I think short videos and written tutorials available on the internet
on sites such as CadTutor.com and YouTube are more user friendly.
Adaptability of interface: are novice and expert levels available?
No, there is only one level available. You are taught at beginner level or advanced
level, building up the learners ability over time.
Does software minimise mental load on user? (ie. user should not be required to
remember long lists of commands).
There are a lot of simple toolbars and short cut keyboard entries for commands on
AutoCAD which the student learns over time. However, some commands have
various steps to them and information to be entered, which really have to be
explained to them by the tutor, or through the help menu. Also, some aspects of CAD
require step by step information to get through. For example, setting up a camera for
a perspective view, or setting up a view for render. This requires the help of a tutor
also, for most learners.
Does it facilitate fast access/exit?
AutoCAD can be accessed through a shortcut icon on most users desktops. Its speed
depends upon the users computer ie. the level of RAM available. Exiting AutoCAD
is usually a quick process.
Are there hot keys, icons?
Yes, AutoCAD has a lot of icons and hot keys available to the user.
Are there more than 2 key presses to exit? No.
Is there a designated 'help' key?
There is a Help pull down menu or Help tab in newer versions.
48
Is the level of help determined by where you are in system?

No. The user enters the name of the topic they wish to enquire about.
Is there a telephone help line available?
Yes. There is the option available to contact Autodesk if the user has a problem with,
for example, installation. However, most users do not avail of this and generally find
someone who can help them or they search the internet for advice.
Use of text format/colours/graphics?
All of these aspects are well covered in AutoCAD as it is a vector based drawing
package. It is not a graphic design package, so would not have Adobe CS attributes
but colour and graphics are catered for in reference to the most common users ie.
architects, designers and engineers.
Are there standardised areas (e.g. for help, command icons etc.)?
Yes, with the ability to move toolbars to where the user would like them located.
Does it minimise opportunities for input errors and avoid lengthy keyboard input?
Yes, in some ways. It has a command line and will let the user know if an unknown
entry has been made. In general, there is not too much lengthy keyboard input.
Is there use of window icon menu pull-down interfaces?
Yes. These are used predominantly, along with a keyboard entry command line.
Is there built-in safety?
Yes. You are given warning dialogue boxes before doing certain commands eg. Save
as. A back up file is created as you save a file.
Does
it
avoid
one
action
'delete'
functions
in
case
of
accident?
Yes. You must select first and the press enter key to delete.
Does it give confirmation prompts before over-writing files / documents etc.?
49
Yes, when using save as. However, by just using save, the user may accidently
overwrite work done.
Is there reversible actions/undo facilities etc.?
Yes. There are undo facilities. You can undo until you get back to before the error
was made. However, settings cannot be reversed with undo. You must go to the
options menu and change settings there.
Does it give incoherent e.g. error 00014256, or meaningful error messages?
AutoCAD does sometimes give incoherent messages such as Fatal Error with a code
attached, which then leads to the package shutting down. It usually means there is a
corrupt object in the file.
Does it give a textual explanation of what happened and how to fix it?
There is a Recover option. However, it will only recover the drawing up to the last
save. There is no explanation of how to fix a problem.
Conclusion:
AutoCAD is user friendly, but this depends on the background knowledge of the user
in terms of computer literacy and it can help if they are both visual and mathematical
learner by nature. A major issue with AutoCAD is that it is revised annually, which is
too often. It has had a completely different default layout in the last few years, similar
to Microsoft Office software, and various details have changed. For example, the
drawing layout background colour was always defaulted to black, but has now been
defaulted to white. The previous default user interface layout with pull-down menus
and tool bars - is still available, but it is now called AutoCAD Classic. Most CAD
users have learned in this format, so it makes teaching CAD more difficult, as most
tutors learned with this layout. New learners only get the new layout when they
download/install the latest version, so it is confusing for both students and teachers
alike. It seems that Autodesk feel the need to change details annually simply because
they are employing staff to do so.
50
b) Practitioner Research Project

Note: This section of the portfolio will be completed in September 2011 with a
written report and oral presentation. Please see notes below on my chosen topic of
research.
Practitioner Research Project Proposal Template (March 2011)
Introduction and Rationale
Provide a brief synopsis of the area you would like to research?

I propose to assess and evaluate my colleges aim to secure HETAC approval
to add a 3rd year to our HND in 3d Design. It would enable students to attain a
Level 7 Ordinary Bachelor degree in Design. A lot of work has already been
carried out on this application. We are small college and I want to assess if it
is a feasible option.
Clearly outline the question(s) being addressed:

1. What are the criteria necessary to qualify for a 3 rd year to be added to
the course?
2. How can this be achieved and what is involved?
What are your main aims in looking at this area (how will it influence your
practice)?
1. I would like to assess what level of additional work is involved for
lecturers.
2. I will involve the creation/design of a 3rd year curriculum (with
guidance from Edxcel/Btec) in the areas of interior, graphic and
product design.
3. It will increase the workload for all staff
4. It will encourage existing students to continue on another year instead
of applying for advanced entry to other design colleges, such as DIT
and Griffith College.
51
Methodology
Provide a general outline of how you might research the above. This does not have to
be at a highly developed stage - just a general idea will suffice.
1. I will review our current application submission.
2. I will interview fellow staff members about their hopes and concerns abut the
application.
3. Note: I cannot interview students, as HETAC state that it is illegal to inform
students when a result of an application is undecided.
Other expanded thoughts on my Practitioner Research Project:

It is a delusion to believe that the design work is over once
the approving authorities have signed off on the paper work
and the course is about to begin. It is essential to monitor
progress and look out for difficulties. Administrative structures
and systems may create difficulties for the new curriculum
and require modification. (Toohey, 1999, Pg.192)
Toohey makes a very useful statement above, on curriculum design which I feel will
be pertinent to some of my research on this project:
This bid will be to HETAC (Higher education and training awards council) and will
give an NFQ Level 7 ordinary degree. The reason the board of management are
proposing to add a third year is predominantly connected to the current economic
recession. They need to find new ways to bring revenue into the college and it will
also be advantageous to second year students who do not want the inconvenience of
applying to other design colleges to get an ordinary level or honours degree level
qualification.
I want to look at what this will involve, predominantly for the staff. There will be
various things to assess, such as the application process, the paperwork and necessary
meetings, the admissions process for students and the modules which must be
52
covered, incorporating criteria, outcomes and assessment methods. The projects will
be appropriate for the level of learning to occur and lectures will have to be written by
tutors to coincide with projects given. The work will have to be prepared over the
summer and I will be involved in the process. I intend to look at benchmarking of the
third year, aligning it with similar courses in other design colleges. In my research
project I want to assess how much work is involved in this process and when we will
be accredited.
c) Journal Article Review

(See appendix 4 for original copy of journal article. See www.prezi.com for journal
article review presentation Titled: Journal article review Tracey Dalton - for the
session on 15th April 2011. Note: some aspects have been revised since that date)
Introduction
The journal article I have chosen to review is called:
Where and how do I start? Integrating sustainability and active learning in the
fashion and textiles curriculum. It was written in February 2010 by Philip Hawkins,
a visual culture co-ordinator in the division of Arts and Design at Somerset College of
Art and Design in the UK. He is writing about an introductory lecture on
globalisation, for 60 2nd year BA Fashion and Textiles students.
The reason I have chosen this article is because it relates to teaching in my area of
expertise ie. design. It has relevance to me because its subject matter has similarities
with areas and methods of teaching and learning which I use myself. The articles
purpose is to explain how the lecturer introduced active learning to assess on the
theory of globalisation, replacing an essay type method of assessment. He is making a
case for active learning assessment methods and gives evidence of how it has worked
successfully.
53
I think the author makes a good case for active learning in this article, emphasizing
that art and design students do not usually warm to theory and text based assignments
very easily. They prefer to be doing studio based work. He also mentions the
importance of teaching about sustainability and globalisation to fashion and textile
design students because it is an industry which greatly effects the environment. He
uses real world assessment methods, to help the students maintain a conscience in
their choices in their future profession.
Journal Article Summary
Abstract: the abstract speaks of the fact that changing curriculum delivery from
didactic to active learning, on the subject of sustainability and how this can be risky
and problematic.
The previous assessment method was a 500 word written report on the pros and cons
of globalisation. The proposed assessment method is an active learning project on
ethical fashion. The learning outcomes from this assignment are as follows:
1. The learners gain knowledge from gathering relevant content from a variety of
sources.
2. They learn to evaluate and communicate in writing and orally.
3. Learners develop necessary research skills.
4. Learners can identify their strengths and weaknesses.
The article then speaks of Sustainable Assessment. The author then quotes Boud
(2000) on this topic. A summary of his thoughts is that assessment has two layers to
achieve:
The well-being of the environment and its present and future needs. The relevance
of learning forms, skills and practices that prepare learners for current and future
learning needs ie. real-world learning.
The following relevant quote from Boud is also mentioned in the article:
Assessment practices in higher education institutions tend not
to equip students well for the processes of effective learning
in a learners society. The purposes of assessment should be
extended to include the preparation of students of students
for sustainable assessment. (Boud, D., 2000).
54
The lecture topic is Globalisation and national design cultures. The fashion and
textiles industry is a high contributor to unhealthy global practices. This is an urgent
issue in a consumer led world and the fashion industry has a large input on the
environment. It is a very lucrative industry and is also a major consumer of water and
a major polluter. Fashion and textiles students need to be made aware of these issues
and be encouraged to look at issues such as material diversity, ethical production, reuse of materials and systemic change. Fashion is connected to popular culture and
ideals and consumer habits the most obvious being shopping.
The issue is what will be assessed? The author was concerned about the lack of
student research and library use for essay type assignments. He wants to connect
assessment to real-life experiences and open up students to active learning assessment
methods and the benefits of this.
Hawkins previously assessed in the following way:
He lectured students on the pros and cons of globalisation. On the pro side he
mentions key terms such as GDP, labour costs, and World Bank, IMF and wealth/job
creation. On the anti side the key terms referred to were unfair trade agreements,
tariffs, poverty, pollution, Ethical Trade Initiative and bad employment practice.
Sustainability was connected to these terms and the impact of selling cheap clothes
and bad employment practice on the developing world.
The content was quite complex for visual learners who were unfamiliar with
economic theory. Some showed they understood the essay through evidence shown in
the essay, but some students were just regurgitating theory without any research. This
method of assessment cannot predict whether the students would change in their
ethical behaviour and life decisions, but they may have still passed the essay.
On this issue, Hawkins quotes Reflective Practitioner by Brookfield:
One of the hardest things teachers have to learn is that the sincerity of their
intentions does not guarantee the purity of their practice (Brookfield, 1995, p.1 as
cited by Hawkins, 2010)
55
Hawkins proposes a new assessment of sustainability learning that will address the
following components on the subject:
The level of urgency
Creative solutions to current and future problems
A sense of purpose and experiential learning.
Learners judgement and behaviour.
Problem solving and transformative skills.
Active participation and student led projects. (Real world learning)
Primary research.
Knowledge of place.
Professional skills and entrepreneurship.
The assessment proposal is a research exercise which consists of the following tasks:
(Students are provided with web links to help them with their research.)
1.
Learners have to check the labels on their own clothes and produce a pie chart
to show the geographical distribution. They also have to show how they
worked out the percentages.
2.
The learners must write 200 words minimum on the topic What is
Globalisation?. They must refer to key terms such as GDP, manufacturing
industry, labour costs, value retailers, ethical fashion, Ethical Trade Initiative
and Fair Trade.
3.
Learners must visit two shops. They must analyze the companys
ethics on globalisation, highlighting innovative or exploitative practices and
lastly, give their personal standpoint on the subject.
Hawkins also looked at the worst case scenario which was that students will just go
shopping. This turned out to be unfounded and student motivation was actually much
higher. There was also much more originality shown. Ironically, the more academic
oriented learners didnt go to the shops and researched in the library. However, most
56
learners did primary research and showed an appetite for further learning on the
subject. This assessment method planted an interest in research in learners. These
methods, ie. primary research, key terms and case studies can be used in further
projects.
Hawkins concludes that active learning improves levels of engagement in subjects
where it is more difficult to initiate with traditional forms of learning. Students are
encouraged to communicate in writing, orally and actively.
Evaluation and analysis
Strengths and Usefulness:
Methodology used is concise. It is easy to read and understand the case being
made for active learning.
I can relate to the article, as it is currently being used in a 2 nd year Hotel

design project in the HND in 3D design I am teaching. The students have to
visit two hotels and do a verbal, visual presentation and written report on their
findings.
Sustainability is an important issue in 3D design and this method of

assessment could be used to make students aware of manufacturing costs and
ethical issues, similar to the fashion and textiles industry in terms of impact.
I like the way the author admitted that the more academic students did not
warm to this method of assessment, but that the majority benefited, so the
argument is balanced.
Evidence is presented well, though examples of previous assessment methods

and how students performed and learned.
The article is very timely, given the current concerns with globalisation,
recycling and sustainability. Also, some of the key terms are very timely ie.
IMF, fair trade, World Bank.
Weaknesses and Limitations:
Possibly, the article could be argued to be prejudiced towards active learning

and sustainability, without expanding too much on the topic.
57
The article argues for use of the new assessment method, more than expansion
of the topic of the lecture.
The article is short, so therefore, may not fulfil certain readers needs, to see a
more detailed explanation of pro and anti globalisation spelled out to them.
The proposed assessment method suggests a written assignment of just 200

words on Globalisation, which seems extremely short.
In the proposed assignment the students are required to visit shops and then
investigate the ethics of the shops involved. Do the students really need to go
to the actual shop to find out about their ethical practices, or can they just
research on the internet? This is not really explained in the article.
The author seems to be more concerned with the learning process, but never
mentions if there are improved pass rates.
One issue with the exercise which requires students to investigate the origin of
the clothing in their wardrobe is that not all companies print the country where
the clothing was made, but just state the distribution location. For example,
Primark / Penneys only state the location of their head office in Madrid, but
not where the clothing was made. This is a clever ploy and will lead to
misleading results.
Conclusion
In conclusion, Hawkins has written a coherent and well structured article, which
argues for the case of using active learning in an art and design setting, on a
theoretical, lecture based subject. He makes his case, showing the previous and
proposed outcomes, assessment method and subsequent results and conclusions. This
is achieved using methods which students can relate to more and improve their
writing, research and oral presentation skills in the process.
Final Judgement
The article promotes real life learning as the future. It also chooses a timely lecture
topic ie. globalisation and sustainability, which is an important issue in the fashion
and textile industry. It argues, through evidence, that traditional essay assignments
58
tend to be theory based and will be forgotten in time. Active learning is experiential
and therefore more likely to stick with the learners throughout their professional life.
The argument is made fairly and openly, which makes a good case for active learning
in many theory based subjects.
Future of the issue/topic
I think the issue discussed is timely and will remain a contentious issue in the design
industry and in our daily lives in general. The use of active learning / problem based
learning has a lot of relevance and positives especially in the art and design field, as
most learners would be visual, but especially in art and design.
I would like to explore active learning more, by using this method of assessment in
future projects my students work on. It is currently used on a hotel project hotel visit
assignment, as I have previously mentioned. I would like to introduce a group based
assignment in a future 3rd year interior design assignment. The project would be to
design a care home or hospice. It would involve a visit to a care home/hospice and
each group member would report on certain aspects. They would be assigned roles in
the group and would present as a group.
Sustainability, the lecture topic mentioned in the article, is an important factor in a 2 nd
year office design project I teach on and it must be a component in their design, as
laid out in the brief.
I think both of these issues will remain relevant and timely in the art and design sector
for years to come.
59
References
Barnett, R & Coate, K. (2005). Engaging the Curriculum in Higher Education.
Glasgow: SRHE & Open University Press.
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University. (3rd Ed.).
Berkshire: SRHE & Open University Press.
Brown, S. & Knight, P. (1994). Assessing Learners in Higher Education.
London: Kogan Page.
Erickson, B., Peters, C.B. & Strommer, D. (2006). Teaching First-Year College
Students. San Francisco: Jossey-Bass.
Fraser, S.P. & Bosanquet, A.M., (2006). The Curriculum? Thats just a unit outline,
isnt it? Studies in Higher Education, Vol. 31, No. 3, pp. 269-284.
Hawkins, P., (2010) Where and how do I start? Integrating sustainability and
Active learning in the fashion and textiles curriculum. Retrieved from
www.adm.heacademy.ac.uk in March 2011.
Higgins, R., Hartley, P. & Skelton, A., (2001). Getting the Message Across: the
60
problem of communicating assessment feedback. Teaching in Higher

Education, Vol. 6, No. 2, pp. 269-274.
Higgins, R., Hartley, P. & Skelton, A., (2002). The Conscientious Consumer:
reconsidering the role of assessment feedback in student learning. Studies in
Higher Education, Vol. 27, No. 1, pp. 53-62.
James, R., McInnis, C. & Devlin, M. (2002). Assessing Group Work. Assessing
learners in Australian Universities. Australia: CSHE
Krause, K., (2006) On Being Strategic About the First Year. Retrieved from
www.griffith.edu.au/centre/gihe/. (Retrieved by M.Crehan, Date unknown).
Toohey, S. (1999). Designing Courses for Higher Education.
Suffolk: SRHE & Open University Press.
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Teaching Portfolio: Part 2

Student Name: Tracey Dalton

Being a new learner of a new subject: The students, to whom I teach 3D

Excitement, discovery: A lot of my students work full or part-time in areas

Getting to know new assessment methods: Most of the assessment in design

How to become an independent learner: This is very important in the courses I

Using support services in the institution: I work in a small college, but we do

Giving constructive feedback: I always give constructive feedback, which is

The five Cs: Curriculum, Classroom, Colleagues, Campus, Community,

Week 4 Key Skills & the Curriculum

technical and perspective drawing. Design is a very hands on vocation and it

There is a lot of preparation involved.

service, in which they view assessment as obstacles to overcome in the pursuit of

Week 11 Journal Article Review

4. Choosing a learning resource to review.

The module I am thinking about re-designing is Drawing Techniques and

The topic I am thinking of choosing for the Practitioner Research Project is

The learning resource I want to review is the AutoCAD software package

Knowing, Acting and Being:

The Sabre Tooth Curriculum (Peddiwell/Benjamin, 1939), refers to a theory that

Defining the intended outcomes.

Choosing teaching/learning activities.

Assessing students learning outcomes to match what was intended.

Arriving at a final grade.

(ii) Assessment Strategies

4. Students are accustomed to being assessed as individuals at second level.

Guidelines for group assessment: (James, Mc Innis & Devlin, 2002)

- Students allocate individual weightings.

3. Design for Learning:

Unit 1: Drawing Techniques and Approaches

language and creativity.

Summary of learning outcomes

Outcomes Assessment Criteria for Pass

and non- traditional ways

o present a juxtaposition of concepts, subjects, techniques and materials through

Develop and extend understanding of visual language

o apply materials in a range of work to express a personal/emotional response.

Guidance for Lecturers

through discussion, presentation, criticism with tutors, professional practitioners and

Berger J Ways of Seeing (Penguin Books and BBC, London, 1973)

Date of Academic Council Approval: March 2005

(iv) The Current Course Content/Timetable

Meet & Greet. Term Schedule.

4 hours full time/

4 hours full time/

One to one feedback.

4 hours full time/

4 hours full time/

One to one feedback.

Technical Drawing: Axonometric

Sample Boards. (Full Time Only)

4 hours full time/

One to one feedback.

One to one feedback.

Grading and feedback.

4 hours full time/

Pecha Kucha Brief.

One to one feedback.

Cube Brief progress

v) Problems with the Current Course Content

(vi) Proposed Module Descriptor

To achieve this unit a learner must:

3 Visual communication - Presentation

Outcome 3: Develop and extend visual communication skills.