Introduction
I’ve been working as a part-time specialist technician at Camberwell College of Arts since 2023, helping out in both the Sculpture and Computational Arts departments. An integral part of my work is ensuring the studio remains a safe and welcoming space for all students. To better understand and respond to my students’ diverse needs, I chose to focus on the Health & Safety induction as a case study. This mandatory welcome-back session refreshes students’ understanding of safe work practices and studio etiquette
Evaluation
In my role as a technical specialist, I’ve become increasingly aware of how individuals process information differently through visual, textual, and auditory learning styles. This understanding was particularly heightened when I had the opportunity to observe a mandatory health and safety induction before conducting one myself. During the observation, I noticed students’ attention wavering as my colleague presented information-dense material, which sparked an important realization about student engagement.
Health and safety inductions are crucial as they ensure everyone can use the studio space safely, preventing potential risks to themselves and others. Given the importance of this information, it became clear that the presentation needed to be both engaging and accessible to all learning styles. This observation led me to re-imagine the delivery format.
Moving Forward
Pedagogical Philosophy
My approach to teaching embraces a collaborative learning environment where I position myself as an experienced co-learner rather than an authoritative figure. This perspective creates a more equitable dynamic while maintaining professional guidance. I envision our learning space as analogous to a pond where each participant can create and study ripples of knowledge – my role is to facilitate these interactions with more extensive experience and resources. This philosophy aligns with evidence-based research showing that collaborative learning environments enhance student engagement and knowledge retention.
The challenge lies in delivering mandatory content, such as health and safety protocols, to students with varying levels of expertise in a way that remains engaging and meaningful. By acknowledging their existing studio experience while introducing standardized safety protocols, I create an inclusive learning environment that respects individual knowledge levels.
Collaborative Development
To enhance the induction process, I am developing new presentation materials through interdepartmental collaboration, incorporating colleagues’ existing resources and feedback. This collaborative approach not only enriches the teaching materials but also promotes professional learning through the exchange of pedagogical strategies. The presentation will employ multiple modes of delivery – visual, textual, and auditory – to accommodate diverse learning styles and English language proficiency.
Evidence-Based Design Implementation
The presentation’s design incorporates Swiss design principles, supported by research in information design and cognitive learning theory The grid-based layout creates clear information hierarchies, improving comprehension and retention. This approach is particularly effective for technical information delivery, as demonstrated by studies in educational design.
The strategic use of color in learning materials is grounded in cognitive psychology research. Evidence shows that thoughtfully implemented color coding enhances:
- Information processing and retention
- Student engagement levels
- Accessibility for diverse learning needs
Strategic Learning Implementation
The induction incorporates several evidence-based learning strategies:
- Clear Learning Objectives: Students begin with explicit understanding of session goals and assessment criteria through a formative quiz. This approach, supported by educational research, promotes focused learning and active engagement.
- Visual Learning Integration: The presentation emphasizes visual learning through practical demonstrations and imagery, particularly for technical equipment and safety procedures. Research indicates that visual learning aids significantly improve comprehension and memory retention, especially for technical instruction.
- Active Learning Components: The session structure alternates between theoretical presentation and practical studio demonstrations. This approach applies research-supported principles of experiential learning, allowing students to:
- Physically engage with safety equipment
- Understand spatial relationships within the studio
- Practice essential safety procedures
References
James J.F. Forest (2018). University Teaching. Routledge.
Programming Design Systems (2018). A short history of color theory – Programming Design Systems. [online] Programmingdesignsystems.com. Available at: https://programmingdesignsystems.com/color/a-short-history-of-color-theory/index.html.
Fornari, D., Lzicar, R., Owens, S., Renner, M., Scheuermann, A. and Schneemann, P.J. (2021). Introduction: New Perspectives on Swiss Graphic Design. Design Issues, 37(1), pp.4–9. doi:https://doi.org/10.1162/desi_e_00620.