Feedback and Comments from Shani-Louise Osei: Lecturer in Learning and Teaching Development
(Notes taken from my 1-1 tutorial on Teams call on 21/06/24)
Shani’s feedback provided clear guidance on how to proceed with the intervention. Shani suggested narrowing and prioritising steps, due to the unit’s timeframe and focusing on a specific student group.
• Looking for and finding data that shows how many international students there are, as well as how many students are neurodivergent. With this data, I can try to find a focus for my intervention.
• Try and contact the Student services or Language center, to ask what support is available, what kind of access do international students have, how aware are the students of these services and what time in the year do we sign post these services to students. This will help me figure out where my workshop might fit in.
• Ask the Language Centre if they have any data on the number of international student that are neuordivergent. If they do not, I will ask if they can point me to the right person.
Additionally information below was earlier to the call.
You presented a workshop that aims to support students with note taking manually and digitally. This is an interesting proposition because the insights you are reflecting on are related to your own positionality. You have also listed a number of logical elements to your intervention.
However you may wish to consider prioritising what steps are most important to you considering the time constraints of this unit.
Additionally, you may choose to focus on one particular student group to begin sharing your work with, such as neurodivergent, international students.
Finally please find some further questions as provocations to support your evolution on this unit, with what we hope to be supporting resources:
- How will you evaluate what works with this particular intervention? – Ableist ivory towers: a narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education
- What will you do to ensure power is distributed evenly across your student groups? – Recognizing Privilege: Power to All People | Michael Yates | TEDxTexasStateUniversity
- How will you support yourself and students, avoiding taking a deficit approach? – First and Only: Intersectionality, Race and Gender in Academia with Professor Dawn Edge trigger warning: suicide mentioned. [58:03 – 1:04:37]
Peer Feedback: Amy
Feedback and Comments from Amy Henry: Senior Lecturer Graphic Media Design
I met up with Amy to discuss our interventions and what steps she and I were looking to taking to address our interventions and reflective reports.
I had a lovely discussion with Amy about her invention about reducing barriers. We also discussed the creation of safe spaces within her classroom, and that of her colleague who teaches MA Graphic Media Design. She showed me pictures of the space and I can see why the intervention come about. Making this invisible space visible, as well as being a more multi-functional space that feels like a place of co-creation with her students.
I recommended that she look into this journal that I read on the TTP unit, Orr and Shreeve’s 2017 – Signature Pedagogies in Art & Design, as it talks about creative practitioners teaching practices and studio space for students.
We talked a bit about a Co-create space with her students and I love the bean bag idea they had ready. I think we need one of these in the LCF lounges.
After I shared my presentation to Amy about my intervention, she seemed excited about my intervention into note talking in digital and manual formats. I had spoken to Amy about looking for a software to use for my intervention to help students note take and she had observed similar software.
Amy recommended exploring the following to use for improving students notetaking and potentially use it in my workshop.
Microsoft OneNote (with dictation), which I was aware of and is still a great solution to use.
• Notion
• Otter.ai
• Riverside.fm
Amy had mentioned AI audio to text transcription tools may be a helpful.
She gave me an insight that maybe Notion could help students take visual notes of the lessons and then this way it will be easier for students to record the information they need.
We also talked about student not being able to sync their notes with teaching content that I am delivering, as that would require them to multitask.
We also had conservatives around the ethics of students recording from a mobile device like an iPhone, a device or software.
We also spoke about collecting data and doing a survey to help inform my intervention and to create my workshop. All in all, I had a lovely conservation with Amy and she provided me with some resources that I will be checking out.
Figure 1 – Presentation slide 1 – Taking digital and manual notes (2024)
Figure 2 – Presentation slide 2 – Taking the intersectionality approach (2024)
Figure 3 – Presentation slide 3 – Moving Forward (2024)
Conservation with my colleague
Feedback and Comments from colleague: Specialist Technician (Learning and Teaching) CAD/CAM
She had wondered how useful notetaking really was for students. This is because during our supervised studio sessions, she do not often see students using and referring to their notes. It would therefore be interesting to get the students perspective on the usefulness of notetaking.
In addition, she agreed with your sentiments that students appeared to struggle making notes, especially as they have to make notes whilst switching between different software, including PowerPoint. Perhaps notetaking is more useful when done after a class, as it could be that during a class or lesson, it could be causing more of an unhelpful distraction.
QUESTIONS
1) Is notetaking useful for students if we do not see them using their notes during supervised studio sessions?
2) Is notetaking a distraction during the lesson as they also try to navigate PowerPoint and the software?
3) What are the student’s perspectives on notetaking?
Interviewed Feedback:
Feedback and Comments from Ilga Leimanis: Academic Support Lecturer Online at UAL
(Notes taken from Teams meeting 06/08/2024 at 9:30am)
I interviewed Ilga Leimanis, an academic support lecturer at UAL who had done her MA thesis with some parallel from her project to mine. She provided with following resources below and in the coming months, I would review them to inform me to help plan and design my workshop.
Latour, B. (1986) “Visualisation and Cognition: Drawing Things Together” in H.
Kuklick (editor) Knowledge and Society Studies in the Sociology of Culture Past
Barthes, R. (1979) The Preparation of the Novel. New York: Colombia University Press.
Carroll, R. (2013) The Bullet Journal Method. HarperCollins Publishers.
Causey, A. (2017) Drawn to See: Drawing as an Ethnographic Method. Toronto: University of Toronto Press.
Lucas, R. (2016) ‘Inscriptive Practice as Gesture’, in L. Allen and L. Casper Pearson (eds) Drawing Futures: Speculations in Contemporary Drawing in Art and Architecture. London: UCL Press, pp. 217-223.
Berger, J. (2005) Berger On Drawing. Aghabullogue: Occasional Press.
List of illustrations
Figure 1. Marfo, A (2024) Presentation slide 1 – Taking digital and manual notes [Slide]
Figure 2. Marfo, A (2024) Presentation slide 2 – Taking the intersectionality approach [Slide]
Figure 3. Marfo, A (2024) Presentation slide 3 – Moving Forward [Slide]