Preface
Before going any further, my recommendation would be to scroll down to my download section at the bottom of this post and take some time to read through the two documents I have created. This will give you the opportunity to see it for the first time as a student. Hopefully, it has been created well enough that it should provide enough information and guidance to be clear, but if it doesn’t I’d love to hear your feedback!
Introduction
I would be lying if I hadn’t underestimated the scope of designing a working document, with that being said there is still a long way to go, but the foundation is there and I’ve come to the conclusion that it’ll never be perfect and that I should always be considering how this document and workflow can be improved, streamlined and refined. That being said, I don’t know how I’ve been working without it and look forward to its implementation.
The purpose of this document has already been covered in the following post but as a very brief reminder, the purpose of this document is to provide a level of support for autonomous learning that currently does not exist. The document aims to cover and record the entire student journey from coming up with the initial idea to delivering a final outcome. By making use of Scaffolded Learning, Reverse Classroom Methodologies and Accessible Design Principles (Stanier, 2015; Betteridge, 2024) (As covered in this blog post). The project ultimately aims to support students to support themselves, removing myself from their projects and freeing up my time to support more complex problems, develop resources and empower students to learn a complex area outside of their usual discipline independently – which I hope will support my students long after they have completed their course.
Figure 1. Learning Pathway Document Workflow
The document is set up in a simple three-part structure (see figure 1), and padded with contents sections, introduction, resource signposting and lastly a student pledge (intended to act as part of the onboarding to the technical area, but also passing clear responsibility over to the students). When creating the document I knew fairly quickly that it would have to contain a lot of information if I wanted it to be the only document you would need for planning and maintaining a project. With that in mind, and my own experience as a neurodiverse student working with at times very overwhelming and seemingly complex documents, I took the time early on to look at resources that may help me guide the document flow and structure. One of the key resources I looked at was the ‘Universal Design for Learning Guidelines’ (CAST Inc, 2024). The UDL aims to make curriculums accessible to the broadest range of learners possible with a focus on empowering students to learn (ibid).
Despite my best intentions I have had to make some compromises such as the physical form, due to time. I have though attempted to make something that will support as many of my students as possible. Ideally an online platform with integrated screen reading, videos, animations and audio would be amazing to make it as accessible and engaging as possible as I have been enlightened by the vast range of online resources that can enhance the classroom by my colleague and fellow PgCerter Zoi Zoupanou. However, I have to recognise that I am working within constraints and tools available to me and so have taken the stance that a PDF document that can be filled in both digitally and physically will cover most bases for now.
Although working within the confines of a PDF document, I am happy to have attempted to align my project with as many of the UDL goals as possible but also made sure to have taken on all of the five top tips (CAST, 2017).
| UDL Top Design Tips | My Learning Resource Implementation |
| Support Relevant Goal-Setting | Self-declared project brief encourages students to articulate their own goals. The initial consultation section provides a platform for discussing and refining these goals, ensuring they are both challenging and achievable. |
| Communicate High Expectations for All and Recognise Variability | The structure highlights opportunities for tailored support through workshops, one-to-one sessions, and tutorials, ensuring all students can meet high standards in a way that suits them and their goals. Additionally, the ongoing feedback loop in the document is intended to create a constant cycle of reflection to extend or reduce the scope. |
| Promote Disciplinary Expertise | Highlighting a whole range of specialised learning resources, and encouraging students to engage with them. Further, the scaffolded approach lays the initial foundation of knowledge and encourages it to be taken further. |
| Focus on the Process, Not Just the Outcome | The dynamic log emphasises the iterative nature of learning by documenting progress and challenges over time. Additionally, targeted workshops and feedback sessions allow students to focus on incremental growth rather than just the final product. |
| Guide Self-Reflection | The feedback and consultation sections prompt students to reflect on their learning journey and how they can improve, along with the purpose of the document as a working document. |
Although I believe the UDL guidelines and tips offer a great starting point, it is important that I take the UDL guidelines with a pinch of salt as the empirical evidence behind the organisation has been brought into question (Boysen, 2024). Nonetheless, I believe that the areas I have aligned with are common sense, practical and aligned well with my other research in accessible learning.
The Design Philosophy Behind the Document
So as already discussed the intention of the document is to encourage independent learning, but equally important is to support it. Scaffolded learning is a teaching methodology and instructional approach that provides temporary support to students, that is gradually removed as learners become more independent (Stanier, 2015; The Bell Foundation, 2024; Gibbons, 2014) a common practice within teaching languages (Gibbons, 2014). I aim to apply this same approach within my technical area of wearable tech.
I came across ‘Scaffolded Learning’ when researching for my previous unit where I focused on supporting students who identify as neurodiverse. Neurodiversity is the idea that people experience and interact with the world differently from one another (Baumer and Frueh, 2021; Genius Within, 2024). Specific learning differences such as Dyslexia, AD(H)D (Attention deficit hyperactivity disorder), along with many others have an impact on the way that people learn and function (see figure 2) and so supporting these difficulties can allow students to thrive. I believe this is something that we should be incredibly aware of and proud of at an institution such as UAL, an organisation where students from these backgrounds could be more likely to attend – playing to their strengths.
Figure 2. Genius Within (2024) Cognitive Abilities
Some of the biggest difficulties associated with ADHD are Memory/Concentration, Organisation skills and Time management (Genius Within, 2024; Psychiatric, 2013), all of which I have attempted to use scaffolded learning to address within my document. Alongside learning from my own experiences with ADHD, in my previous unit, I reached out to a friend, author and qualified ADHD mentor and educator Anne Betteridge who was been supporting neurodiverse students within universities for many years, along with running ADHD support groups at a university campus. In conversation, we discussed how creating a learning environment that gives students ownership of their project whilst being supportive, bite-sized and none overwhelming (Betteridge, 2024) is crucial for a successful and inclusive learning environment.
Although this project is not exclusively geared towards neurodiverse students is important to recognise that research suggests that educational techniques designed for students with ADHD not only support ADHD students but can benefit all learners through the enhanced classroom structure and accommodating teaching modifications (Hart Barnett, 2017; Zelenka, 2017; Reiber and Mclaughlin, 2004). It is also worth noting that within my student focus group, it was made apparent to me that a large percentage of the students who I have been working with for the past term have ADHD, followed by a clear need and want for targeted support. For ethical clarification, this was in no way requested or expected, however, students choose to optionally divulge this information.
The first part of my document “Part 1: Initial Project Brief” is one of the key aspects of implementing an accessible focused scaffolded approach and intends to combine a plethora of important aspects. Firstly it provides a structured format allowing students to articulate their goals for the project in a clear, concise and structured way, something we can keep coming back to as the project progresses. This helps to clarify the student’s goals and encourages ownership by involving students in the goal-setting process, making the goals more meaningful and aligned with the UDL framework. This section also sets practical expectations for both student and technician for the creative direction allowing the project to become contained, something that can often spiral as access to more knowledge, can spark more ideas which can quickly add up and overwhelm – Not that it can’t be revisited, but to help maintain focus on the original idea. The intention for this section is for it to be revisited often, both independently and in conjunction with tutorials so that students can reflect on their progress and reassess their goals if necessary. Importantly this creates a shared understanding between students and technicians that allows for constructive feedback that aligns with the student’s goals and creative vision. Before the implementation of this document, this was something that was never formalised and often lived in passing conversations.
The second section “Part 2: Technical Planning & Support Framework” further builds upon the foundation laid by the students by highlighting, in discussion, areas for improvement. It acts as a formal consultation process that allows the technician to review and set expectations, learning opportunities and objectives to achieve the task at hand. Some of the more important components are the flowchart, acting as an opportunity to visualise the flow of the project and encouraging systematic thinking, this not only allows the student to see the flow in which components will need to be addressed but aims to reduce the overwhelming feeling that a none visual form can take, acting as a sort of visual tick box of tasks – a great element to support students with ADHD (Betteridge, 2024; ADHD Foundation, 2023).
Furthermore, the second section leverages a wide variety of useful tools such as lists, checklists, time planning and opportunities to address gaps in knowledge skills through assessments – designed to address the variability in learning needs accompanied by individualised support. All of these elements aim to tackle the complexities of unique projects but also are proven beneficial aids to support students in Memory/Concentration, Organisation skills, Time management and other neurodiverse challenges as previously discussed to allow neurodiverse students, or any student for that matter, to thrive.
It is important to note that I am not trying to remove individual support entirely but instead make the time used more valuable and considered, and just as important slowly withdrawn as the need for the support reduces. When reading about implementing scaffolded learning I did come across challenges in terms of fading support, this is something particularly important to me as I want students to go away thinking and feeling confident that they could attempt to tackle a similar project in the future independently. For this to be implemented more effectively I need to focus on metacognitive and strategic skills rather than task-based skills (Stanier, 2015). To do this I plan to create a whole new range of activities/resources, potentially even workshops, that focus on these types of skills, from project planning, time management, flowchart design and more; A gap that is incredibly clear in hindsight.
Before moving on to the next section on the implementation of a new flipped classroom model, I just wanted to highlight another aspect of the project that I want to make clear within the concept of scaffolded learning and my attempt to move my teaching practice forward. Before this project I found myself running workshops as a requirement of my job, oftentimes designed to target cutting-edge areas that may lead more students to be interested in digital technologies such as AI and robotics. However, in reality, students wanting to learn the area often attended them sporadically, in no particular order and recommendations to attend specific workshops never amounted to attendance. In feedback, I found that if I were to consider the workshops as modules within a curriculum they could instead be used to create unique learning pathways (see Figure 3) (the original post in which I conceptualised this idea, can be found here) by combining the range of skills and knowledge covered in each, with the needed skills to complete the project, and then identifying the areas not overlapped to be covered (like a ven diagram)(see figure 3b). These areas could then be taught through other means such as the listed “Tutorials & Specialised Resources” and “1-to-1 Support Needs” (pages 14 & 15 of the provided document). This itself is part of the scaffolded learning plan with the workshops acting as the core foundational knowledge, 1-to-1 support acting as a glue to bring these elements together and then fading off where possible to independently explore online specialised resources and guides – cementing the importance of independent learning to take the project further (see Figure 3c). These tutorials and guides cover something like a very specific problem or a tutorial for using a specific piece of equipment [I hope these links are accessible to the reader].
Figure 3. Conceptualised ‘Learning Pathway’ for an AI Garment. For Illustrative Purposes Only.
Figure 3b. Identifying Unaddressed Skills & Potential Support Needs.
Figure 3b. New Proposed Scaffolded Support Structure.
This leads me on perfectly to talk about my move and focus towards a flipped classroom model. For those who are unfamiliar, the flipped classroom model:
“…is a pedagogical approach in which the conventional notion of classroom-based learning is inverted so that students are introduced to the learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers.”
(Advance HE, 2024, n.p.)
At first, it may appear as a way of reducing teaching time and simply pushing students to find out themselves, which goes against a lot of what I have been speaking about concerning creating an accessible learning environment filled with structure and support. That being said there is another side to this coin, where there is only so much time in the day. Unfortunately, I found students becoming reliant on me to complete their projects, with what I felt was at times a reluctancy to take responsibility for the project and the skills needed to succeed – something I am now very aware of with the implementation of the scaffolded learning with the aforementioned highlighted difficulty in fading support (Stanier, 2015).
The aim here is for the combination of the implemented support structure and clear written guidance it will allow students to work independently on tasks with a clear end goal in mind, with a visual appearance of what is needed to get to the next step of the project. The uptake in personal responsibility in progressing the project is a clear benefit of the flipped classroom model (Harvard University, 2024; Advance HE, 2024). However there are some additional key benefits, primarily its ability to lead to “…more opportunities for higher level learning” (Harvard University, 2024, n.p.) as students move away from passive learning to active learning (Advance HE, 2024) with studies showing “… measurable improvements in student and teacher motivation increased attendance in class and better grades as a result of using the flipped approach (Hamdan et al. 2013).”(cited in Advance HE, 2024, n.p.) In addition, the freeing up of instructors allows more time to “…work more closely with students, getting to know students better and providing better assistance”(Harvard University, 2024, n.p.). Resulting in a more productive learning environment, with students engaging more with critical thinking and better efficiency over time (Larcara, 2014).
One of the core aspects of the produced document is how it creates roles and expectations within the learning environment, for example, the very first stage of the document is to be completed before any sort of long consultation, there will of course be support for any student who requires it. This ensures that once the first stage has been completed, the designated face-to-face time can be used for much deeper problem-solving, planning and teaching rather than laying basic groundwork (Harvard University, 2024; Advance HE, 2024). It is worth noting that, for a successful and beneficial implementation, its use must be highly considered and structured (Mupita, Abdullah and Bünning, 2020).
My biggest worry here is that the initial stage will create a hurdle for students accessing the technical space (Larcara, 2014). Something I do not want to be the case, as it goes against my personal beliefs around access to equipment, spaces and knowledge within an educational setting. To address this, I will always aim to have a point of contact before getting anyone going, for example, I will aim to meet people, introduce myself, show them around the lab, current students if present and the work made by students before asking them to complete the first stage. There will also be open access for equipment, questions and support for students who have not chosen this route, as I do have some range of attendance, however that range is quite polar, with some students showing up every or most days and some turning up once or twice a term and so want to make sure that whatever is implemented works for both groups – fortunately this was supported and highlighted by said range of students during my focus group (this will be covered in a future blog post).
Layout and Accessibility
The first thing you may notice within the document, or perhaps you didn’t blink at all, is the use of the UAL brand style. I purposely did this to create a sense of authority, this may just be to cover up my insecurities within the classroom, but the aim was to create something that felt like it had some weight to it. This educational brand placebo effect (Esteky and Kalati, 2024) does have some merit and has been shown “…that students value educational content more when they are told it is associated with a strong educational brand. This leads to improvements in students’ performance” (Esteky and Kalati, 2021, n.p.). My reasoning was not to attempt to make it intimidating, but more that if I had received it, I’d feel like a lot of thought and effort had been put into it and so I may be more willing to feel like it is worth my investment of time and effort to complete it; as personally, I do find that one off handouts can at times feel like unnecessary filler. I was inspired when my colleague and fellow Pgcerter Ike Rust sent me one of the self-negotiated briefs that the students complete within his BA course.
That being said my choice of brand style feels very authoritarian, and straight to the book, and as a designer at heart this does drive me somewhat crazy – but have taken the rare approach of focusing on content over layout and design (an easy time sink for me.) however, I know that as time goes on, I’ll have no problem implementing visual changes, and instead wanted to treat this assessment as a way of focusing some of the hardest aspects I struggle to apply attention to – especially within a role that has so many more engaging alternative tasks. [So dear reader, I have used you as my accountability partner in focusing on what matters most.]
To reduce this authoritative, almost government visual (UK Gov, 2024), the future plan is to implement a lot more imagery and find ways of conveying more information with symbols and diagrams. Ultimately removing as many words as possible whilst remaining informative and useful. This was made brutally aware to me when I first showed an early draft to a colleague within my department, where their main concerns were for students who find writing and text intimidating or worse. I could not agree more, especially as someone who struggles with text myself. In the future, there will be a shift in the way questions can be answered or filled such as greater use of checkboxes and spaces for answers to be drawn (a direct response to student feedback). Although not covered in the scope of this blog post, I have received feedback on the repetitiveness of some of the early questions, and think some of the questions could be condensed or structured better to support the students and reduce barriers to entry. Furthermore, as a focus on dyslexia, a common learning difficulty and a common comorbidity with other conditions such as ADHD (Ijeoma C, 2019; Boada, Willcutt and Pennington, 2012), I will also provide an optional version of the document in a more specialised typeface such as OpenDyslexic (OpenDyslexic, 2024), although the current Arial typeface is already recommended by the British Dyslexia Association (British Dyslexia Association, 2024), further additions such as a greater type size, word spacing and student requested soft pastel colour paper could certainly further reduce barriers to entry (ibid).
Going forward, ultimately I’d like to see the final document to be a lot more streamlined and modular than it currently is, housing additional sheets such as meeting notes, drawings, timelines (in different formats), change of plans etc not just reflections for the day. In addition, I think one really important change that could be made is how the questions/information is presented with the answers and information filled in. Currently, I believe the document is a bit unwieldy and personally if it was me using it I’d want to strip away a huge amount of the information once I had dealt with it (similar to the drafting stage of writing a paper, at first you might have, and need, lots of lots and information, but ultimately you strip it down to its core elements). I would like to potentially colour code it, to make it much more tactile/visual for quicker referencing, something I think is very important as the more I look back at the document after a break the more I think I find it intimidating.
To address this I have an idea that once completed all the information and questions could be removed in some way leaving the students with a pile of information that could form its own booklet (for referencing) and a pile of papers that form their entire documented project (for submission) (see figure 4), which in addition (and ultimately the motivation for the students’ engagement), will massively reduce the work needed to document the project which is often left till the end – massively supporting students that struggle to regulate: Memory/Concentration, Organisation skills and Time management (Betteridge, 2024; Koseva, 2023). However, this is something that needs to be properly designed and considered, and as previously mentioned, I have instead focused on the core elements of the document to date.
Figure 4. Conceptualised Document Split for Reducing Visual Overwhelm.
Lastly, the document has been designed to be accessible in both a paper format but also an electronic format to be filled in easily on electronic devices such as laptops or more increasingly Ipad iPad-style devices. So finding a way of incorporating this document into current student workflows was important. Finally for the physical document to be assembled and added to, I chose a simple hole punch with elasticated string. Although this seems like a minor insignificant aspect of the project, I spent a lot of time considering how students would use this document daily and the cost of implementing it. I found this to be an easy, cheap and fast solution to a problem that could easily be overcomplicated with folders and binders. That way the document can be physically taken apart to allow for ‘Log Sheets’, and other modular additions mentioned above.
For the sake of mentioning it, the document aims to be written and conveyed as simply as possible with clear and concise instructions and signposting to all the available resources further highlighting the points around creating a clear and concise structure to support students who struggle or become overwhelmed by these types of task (see figures 5 & 6).
Figure 5. Simple concise instructions and layout.
Figure 6. Signposting to other resources.
Customisable Learning Pathways
The customised learning pathways as mentioned above, were one of my early ideas during the first term of the PgCert and it is nice to see it finally become actioned. That’s one aspect of this project that I am incredibly proud of, is the way it has acted like a vessel to facilitate not just practical actions, but a whole new holistic approach. From the way that students are onboarded, interacted with, time managed and learning resources developed. I am not only looking forward to seeing how my next term’s worth of students react to it but also the relief it should hopefully give me during already stressful times such as end-of-year hand-ins.
Although straightforward, just a list of all my available workshops, with three simple sections (See figures 7 & 8): Should the workshop be attended? In what order should they be attended (as close as possible where scheduling will allow)? Lastly, has it been attended? Although not as beautiful as I would have liked I’m looking forward to seeing how this reflects on workshop uptake, the scheduling of the workshops and lastly if I still find myself reteaching the same material outside of the workshop. Ultimately I believe the successful implementation of this workflow will not be pinned down to one aspect, but instead the synchronised implementation of lots of little systematic improvements and considerations to make learning as straightforward and resistance-free as possible.
Figure 7. Learning Pathways within Workshops
Figure 8. Learning Pathways within Workshops – Completed Example
Thank you for taking the time to read my rather long blog post, I have found it incredibly hard to boil down multiple weeks’ worth of work and a 20-page document into a single blog post – and quite frankly could keep going. However, I think the points I have made, and the thought process I have gone through have hopefully been reflected within this post and therefore be seen and reflected in the many different aspects of the document. If you have any questions, feedback or readings you think would be relevant please feel free to leave me a comment below and I’ll be sure to take a look!
Downloads
Bibliography
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Image Index
Figure 2. Genius Within (2024) Cognitive Abilities. Genius Within. Available at: https://geniuswithin.org/what-is-neurodiversity/ (Accessed: 6 January 2025).