Contextual Background
The six courses which I teach, and support have full time students in both MA & BA (Hons). For many of them English is their second language, some are mature students who have part time jobs and caring responsibilities. In addition, many have adjustments for learning differences. (Hamilton & Petty.,2023)
Evaluation
One of the most common issues that I notice is the difficulty that students face while learning to use CAD/CAM software such as Gerber, Lectra, and Optitex. The interface, including its functions, tools, visual design, and the language used can be overwhelming for them. In addition to that, they must navigate using the keyboard and mouse while looking at the screen, which can further negatively impact their learning. This can become particularly challenging for students when they are also dealing with other challenges outside the course.
Therefore, I offer regular supervised studio times for additional support to students who need help practicing software and to gain an overview of the software. During these sessions, students can receive 1-on-1 demonstrations.
However, the timetable sessions available for supervised studio time can be inefficient due to students’ responsibilities outside the course. This makes it insufficient for them to learn and become independent in using the software. In addition, the limited software access due to licensing inhibits students’ learning as access to the software is only onsite. However, the Virtual Desktop Infrastructure (VDI) has provided a partial solution. VDI enables students to access the software off campus, to continue their learning independently.
Moving forwards
Online Supervised studio and 1:1 bookable session:
As a department, we can consider developing hybrid learning. (Young,Allen,& Warfield, 2016). This can involve providing bookable 1-on-1 sessions in the supervised studio to teach the basic key tools used for everyday pattern cutting. Additionally, we can reintroduce an online supervised studio (Barr & Miller.,2013) for students who are unable to attend the supervised studio in person due to other responsibilities outside of their course. (Young,Allen,& Warfield, 2016). This online option was introduced during the COVID-19 pandemic due to the lack of face-to-face teaching. The online option enables students to receive assistance including remote support in learning software through VDI.
Online video resource:
To offer a range of focus based subject suggested by students and meet their needs.
Create short tutorial about 1min to demo and explain glossary terms.
Student licences:
It will be worth considering obtaining a Gerber and Optitex student or online login for accessing the software from anywhere without using VDI. However, I keep in mind that it may have certain disadvantages, such as delayed reaction and freezing. Currently, we have yearly enrolment for Lectra students’ licenses, but it has certain restrictions. The PCs must meet specific requirements before we can use the software, and it is only available on Windows, which may restrict users who already have mac or prefer Macs.
This spring term, our department is introducing an online subscription for Gerber login. This will allow students to download the software on their computers or laptops and use it anywhere with a good internet connection. This marks a significant step for our department, and I will be observing closely to ensure a successful trial. However, there may still be some issues to address as we move forward.
Add another CAD/CAM Software:
Introducing a new software that is compatible with both PC and Mac users in the department will remove access barriers. Currently, Clo-3D is the only software that offers this option. Students can purchase their own license and Clo-3D also offer student discount.
References
Barr, Betty A., Miller, Sonya F. (2013) ‘Higher Education: The Online Teaching and Learning Experience’, Reports Evaluative. Available at: https://eric.ed.gov/?id=ED543912 (Accessed:3 April 2024).
Hamilton,LG.,Petty,S. (2023) ‘Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis’, Frontiers in Psychology,14.
Young,William A., Allen,L., Warfield, K. (2016) ‘Developing Online/Hybrid Learning Models for Higher Education Programs’, Alabama Journal of Educational Leadership, v3,p47-56 Available at: https://eric.ed.gov/?id=EJ1120647 (Accessed:3 April 2024).