Author Archives: Elliott Hall
Inclusive Practice | Faith
As someone who does not practise and has never practised a faith, faith is not something I often think about. In all honesty, within the context of my role, it has not been a focus for me. My lack of … Continue reading
My Intervention Proposal
At the start of this unit I naively thought that I was playing my role to the best of my ability – creating a safe, enjoyable and inclusive environment for my students (for a greater context of my role see … Continue reading
Introduction to Inclusive Practice | Disability
As the term Inclusive Practices begins, we’ve begun the module with a focus on disability. Within three resources/short films provided by the course (Art21, 2023; ParalympicsGB, 2020; Parapride, 2023) we’ve begun to examine the complex nature of intersectionality and the … Continue reading
Reflecting On: The Experiential Learning Cycle By David Kolb
Within my introduction I aimed to merge my creative/research interests within my teaching pedagogy. I was intrigued the moment I first read the following quote about Kolb’s Experiential Learning Cycle (ELC): “Learning is the process whereby knowledge is created through … Continue reading
Reflecting On My Teaching with Brookfield’s Four Lenses
Approaching the end of this term, this course has already impacted my teaching practice beyond my initial expectations of learning new theories. Indeed the breath of literature was enlightening, however, the significant impact has come from the examination of my … Continue reading
Am I a Technician? An Educator? Or both?
Even as a student I was aware of the devide between academic and technicians, so I wasn’t surprised when I started the role as a technician to find myself feeling valued differently within the university setting, be that through students … Continue reading
Case Study 3 | Assessing learning and exchanging feedback
Contextual Background Given my role’s technical orientation, open access, and non-curriculum specific nature—as noted in my introductory blog—I’ve evaluated learning via workshops instead of direct student interactions. Reading Assessment and Student Transformation: Linking Character and Intellect (Barrow, 2006) highlighted education’s … Continue reading
Case Study 2 | Planning and teaching for effective learning
Contextual Background Within my specialist area, ‘Wearable Tech’ (see introduction blog post), the biggest initial hurdle is the scale of foundational knowledge as Wearable Tech consists of a combination of programming, electronics and physical computing. My role requires me to … Continue reading
Teaching Observation Reports
Please see attached here the records from all three-teaching observation:
Case Study 1 | Knowing and meeting the needs of diverse learners
Introduction & Background My role as a specialist technician in wearable technology at the London College of Fashion, is to introduce and support students in the field of wearable technology (see my first blog post for context). This includes drumming … Continue reading