Stakeholder mapping

These diagrams represent initial thoughts about possible stakeholders to the project.

No.1 illustrates the 5 sub-categories that comprise the school of art, and includes INTO (International FE course) that perhaps should also include the main FE course) .

No.2 illustrates a development of this to show courses that collaborate during Unit X. All participants of Unit X are assessed via an online reflective blog.

No. 3 illustrates cross-disciplinary tutors (that may have knowledge of different pedagogies to inform different course practices of reflection).

No.4 illustrates possible relationships between contextual practice in FE and HE (with consideration that contextual practice should/might inform reflective practice).

The (start of) the Lit Review

It finally feels like the start of my research – I’ve spent the morning setting up my TOC Alters and getting to grips (well continuing) with organisation… for the moment Excel seems to be my preferred method – one doc, several pages to keep everything together.

I’ve set up x12 TOC Alerts, which at the moment seems like more than enough to be getting on with! It feels a bit like when I studied OT and Maria (tutor) cautioned that visiting the library and photocopying journal articles didn’t really constitute to much despite feeling good about it – IT WAS THE READING, REVIEWING AND EVALUATING that contributed…

Looking back at undertaking the OT research, I certainly got to grips with the reading and categorisation of my topic into themes. My downfall was not having a systematic method to review what I’d read, not writing this up effectively and then not synthesizing this..LESSONS TO BE LEARNED!

PLAN: Next step is to have a go with Google Drive and use Google Forms to create and document a system for documenting what I read…


Teaching Meta Reflection #1

Following teaching the first of two sessions (of an Intensive Learning Event) at Salford Uni with the MA Fashion Innovation students and staff, I’ve attempted to practice what I was preaching and do some reflection, which is detailed below:

P +
Good discussion was generated amongst the group regarding reflection
Students were receptive to discussing reflection and their own reflective practice.
The session de-mystified and improved understanding of reflexivity
The images from the graphic design student reflective logs were very well received; feedback identitified the graphicacy characteristics to have possible use with other cohorts

M –
Only x2 students attended, which meant the group activity was postponed until the next session.
The session didn’t go to plan as there were only x2 students. This resulted in taking more time to discuss the slides and not having time to conduct the workshop activity (although this was also a plus as it allowed for more time to talk through the reflective theories a d lead to thoughts of how this could be broken down into further workshop-lecture activities.

I *
Students were unaware of the theory of Threshold Concepts and found this useful to conceptualise student potential for learning ie is the student capable/willing to take on new learning?
Postponing the workshop part of the session enabled the theoretical part to be extended, which allowed greater time for the student discussion and reflection
Self-efficacy and Signature Pedagogies were lesser known theories.
Extended discussion of Sig. Ped lent suggestion to ideas for developing this as a workshop activity
One student identified Jennifer Moon and a LCF tutor to be authors on art & design reflective practice
The session not running to plan lead into other thoughts for ways to develop this lecture-workshop – ie focusing on Self efficacy, Signature Pedagogies and Threshold Concepts/Troublesome Knowledge.

Check out the LCF author
Plan additional session re identifying and developing personal Signature Pedagogies

I’ll upload the session content onto a page rather than this stream (for access to this info please email).

Academic poster


Here’s the completed academic poster assignment that aimed to reflect my research interests and associated theories. I’m delighted that my mark for this work was graded at 75% 😉
I’m hoping that I can keep to this standard…

It’s interesting to look back on my first poster rough and see how things changed.
I’m pleased with the overall look of the poster. From viewing academic posters at varied conferences I’ve attended, as well as doing a bit of research prior to embarking on the creation of mine, I can’t say that I was a fan of them. I found a majority hard to read and somewhat like an essay packed into a large, rectangular format that didn’t seem to fit with the content.
I tried to make a poster that was a tool to support ongoing research as a starting point, rather than a summary of what I had achieved; as well as creating something that was visually attractive and informative to others.

I think this was a good first assignment for the EdD as it gave me opportunity to look at a wide range of theories around my subject area. I don’t think I would have cast my net as far or as thoroughly without the assignment to guide my process.

I think the visual aspect of the assignment helped too, as not only is my subject linked to visualisation, but as a designer the focus on putting things together in a visual way played to my strengths and gave me confidence that I might not have felt otherwise. I enjoyed selecting colours and motifs to represent my themes and the use of arrows and hierarchy to guide the flow.

I enjoyed the physicality of making the A0 poster in a rough actual size and think that I will try to continue with this process in the future; the large format supported a ‘distancing’ yet clarification at the same time that I often have difficulties finding when working solely with text.

Academic poster assignment/ poster rough

It has been quite sometime since I posted as I’ve been busy working on the draft journal article re student employability in the creative industries and have also been successful in an application to present at the Design Principles & Practice conference in Chicago in March 15 😉

I’m currently working to complete my first EdD assignment, which is to design an academic poster regarding my intended research focus and relevant theories.
See below for my rough idea of the poster, I’ll post the finished outcome in a few days…

Weekend study No 2

The second weekend of study for the EdD cohort 6 occurred this weekend. Prior to attending I was feeling a little out of sorts, in that I hadn’t fully engaged with the reading expected of me, and was therefore feeling a little stressed at my lack of engagement and motivation – and also slightly overwhelmed by thoughts of having to ‘catch up’ to keep abreast of the next stages of the course that would be introduced.

I am relieved and happy to say that the weekend was enjoyable, motivating, stimulating, thought-provoking and helped to both consolidate and reinforce learning to date, as well as enabling a clearer picture of the way ahead to be formed – and not forgetting a great social occasion with fab food made and shared by all.

The two consecutive study days worked well for me in that after day 1 I was left with wanting more contact and discussion amongst my peers, and wanting this to happen in a different way i.e. with focus on a different subject matter, so that studying policy on day 1 and theory on day 2 worked well for me.

I was also reassured that a majority of the group appeared to have had similar engagement with the amount of reading and study too, so that as a cohort I feel that we appear to work well together.

During the Policy Day (day 1) we were able to work in small groups to unpack our ideas for future research and related policy and this was really useful. I was grouped with fellow healthcare professionals and this was useful for me to talk through my ideas about looking at both arts and health education. As a result the ‘suggested/most apparent’ answer for the module shifted more into focus with the developing idea that I should concentrate on reviewing and comparing the process and policies of art and design education against health and social care education. At present this seems clear and simple and a good way to start… this idea allows for my dual interests and qualifications to be supported and a good foundation on which to consider other arts and health realms…. let’s see how this progresses. I now have a starting pointing to follow at least.

We also had a talk/lecture from Dr Lesley Wollaston at Staffs and it was good to meet another academic from Staffs and see their passion and research interests being supported and developed within employment.

Day 2/Theory on Education.

I felt more motivated for this study day as I had undertaken the required reading and felt fairly confidant to contribute to group discussion. My group had been tasked to read about Pierre Bourdieu and I had found his work and ideas engaging, possibly due to a kinship with my interest in the sociology of learning. I particularly engaged with the simple equation that was used to illustrated his ideas and this served as good starting for unpacking his theories and developing group discussion:

(Habitus x Capital) + Field = Practice

Dr Cheryl Bolton gave a talk on her research trajectory and insight into Bourdieu’s work in relation to her own research interest. I had previously met Cheryl during the ‘acwriupnorth’ writing retreat and it was lovely to meet with her again as well as learning more about how to undertake and tackle doctorate study, particularly in relation to theory and how this fits in.

Dr Amanda Hughes also gave a talk about her doctorate research, which was about self-perceptions and propensities for learning: self esteem, self-concept and self-efficacy. This was good contrast to Cheryl’s work and really insightful to think further about cognitive and affect patterns of learning and behaviour with regard to self

As a result of this weekend I plan to immerse myself more fully into READING and aim to look at Bandura, Foucault, Seven Brookfield and Basil Bernstein for relevant theories that may be applicable to arts & health and reflection & reflexivity, as well as starting to unpack policy on teaching learning within arts and health.

Books to read #acwriupnorth

I came across/was recommended these two books during my time at the academic writing retreat at Beverley Friary; a great place to think and write as well as share experiences with fellow academics. These books could help shape my future research

I’m feeling motivated to continue writing following the retreat and have set myself a goal to complete the next stage of my journal article before the end of Feb (watch this space !).

To write everyday
To continue to set myself, short term
achievable goals
To organise my literature searches…

Lesley Raven