Introduction
Within Computational Arts (FACA) course 24/25, I have the opportunity to design and deliver introductory technical workshops across all year groups. These Wednesday workshops presented a scheduling challenge that required careful consideration of student learning needs against operational constraints. In this case study, I would look at how the technical team prioritized planning for and supporting student learning by adapting the technical schedule in order to balance planning, teaching, learning and maintenance duties.
Evaluation
The original morning workshop schedule aligned with the technical team’s maintenance activities. When the BA academic team requested afternoon slots, this created a significant challenge: morning sessions would exclude BA students, while afternoon sessions would impact essential technical maintenance.
The evaluation process involved multiple stakeholders. Student feedback indicated a strong preference for afternoon accessibility, with MA students expressing flexibility in their scheduling. I seek advice from other technical colleagues and they offered varied perspectives: some viewed it as a positive adaptation for student benefit, while others expressed concerns about precedent-setting.
Studies on student’s engagement demonstrate that accessibility and contact hours significantly impact student engagement and active learning (Thomas, L., 2012). Our subsequent data supported this: afternoon workshops achieved high attendance rates and generated ongoing student interest through tutorials and informal discussions.
Moving Forward
Communication
Effective communication begins with proactive term planning, which includes regular academic-technical team meetings before the term starts. I will encourage a more communicative culture among staff to ensure workshop timetables are finalized at least one month before the term begins, allowing adequate time for resource preparation and equipment maintenance. We currently use Microsoft SharePoint as our primary platform to share news, manage bookings, and provide technical guides to support skills development outside the classroom. Continuing to update and maintain this platform will enhance communication and streamline coordination.
Collaborative Development
Collaboration within the technical team has significantly improved workshop materials, as seen in the preparation for the “Interactive Narrative using Twine” workshop. This process involved updating presentations and sample files while incorporating the latest industry developments. Experienced colleagues contributed teaching resources and insights, which were adapted to reflect current trends in interactive storytelling. This collaborative approach integrated diverse teaching methods and practical examples, resulting in comprehensive workshop materials that cater to various learning styles and teaching strategies.
Strategic Learning Implementation
Our workshop design employs evidence-based strategies to enhance learning (Addison, N., 2014). Clear session goals are communicated to students, such as understanding physical computing principles through DIY Arduino projects. To quote Nicholas Addison in Doubting Learning Outcomes in Higher Education Contexts, clear session goals that are pre-established “help improve quality of choice for the learner and help to avoid drop-out.” These objectives are reinforced through practical demonstrations, focusing on essential skills like circuit prototyping. Success is measured by students’ comprehension of core concepts and their ability to build and troubleshoot projects independently.
To facilitate continuous skill development, I can implement a structured learning trajectory that includes both introductory and intermediate sessions. Visual learning is emphasized through demonstrations, process documentation, and troubleshooting guides. Active learning is promoted by alternating between theoretical and practical sessions, incorporating peer learning and hands-on exercises. These strategies aim to enhance student engagement (Tight, M. 2019), as reflected by consistent attendance and positive feedback during tutorials.
References
Addison, N. (2014). Doubting Learning Outcomes in Higher Education Contexts: from Performativity towards Emergence and Negotiation. International Journal of Art & Design Education, 33(3), pp.313–325. doi:https://doi.org/10.1111/jade.12063.
Tight, M. (2019) ‘Student retention and engagement in higher education’, Journal of Further and Higher Education, 44(5), pp. 689–704. doi: 10.1080/0309877X.2019.1576860.
Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme Final Report. [online] Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/what_works_final_report_1568036657.pdf.