In small groups, we chatted about the importance of learning outcomes within units and created a SWOT analysis in trying to unpack both explicit and hidden knowledge within the curriculum. We took into considerations essays we read in preparation for session and how they compare with our thinking process as a group.
For reference, the readings were “Doubting Learning 313 Outcomes in Higher Education Contexts: from Performativity towards Emergence and Negotiation” by Nicholas Addison AND “Learning outcomes and assessment criteria in art and design. What’s the recurring problem?” by Allan Davies
We analysed the following outcomes which belong to the unit Aesthetics and Identity taught by me in the BA Fashion Design Womenswear at London College of Fashion.
LO1 Identify and challenge your design aesthetic and identity to present a strong and personal response to the brief (Process).
LO2 Target your identified market/audience through appropriate consideration of presentation and communication (Communication).
You can find some of the group reflections in the image below:
Overall, it was an extremely informative discussion which could have lasted longer. Although we teach on different courses, we shared many similarities across both successes and challenges within our teaching experience. The observation on post it notes above sum up some of the key aspects of our discussion.
One of our main points of discussion was curiosity and how we can encourage, foster and teach ways of being “enthusiastic to seek out new perspectives, to create and build on existing knowledge” as one of the Creative Attributes Framework by UAL establishes. Additionally, we highlighted the importance to follow up, reword, double-check in making sure we scaffold resources and 1-2-1 contact between tutor and students in order to guarantee they understand what LOs mean but that we are not the “Gate Keepers of Knowledge” and we expect pro-activeness, agency and self-efficacy from them.
Here are bullet points of the post it notes above:
Strengths
- Reduce personal judgement (or preference) and frame as a challenge to apply creative thinking.
- Freedom to explore creatively within the descriptors.
- Art and Design LOs offer a range of possibilities and outcomes; no absolutes (‘right’ or ‘wrong’).
- Clearly explaining what worked and how to improve.
Weaknesses
- Managing scope and scale of projects; ensuring reasonable and attainable boundaries for level and unit contact hours.
- LOs may hinder creativity by imposing predetermined outcomes and stifling organic thinking.
- Personal taste and not applying judgment based on personal like or dislike.
- Use of academic language in feedback against Learning outcomes that can be confusing.
Opportunities
- Simplify language (disciplinary terms of articulation) and ensure the LO is measurable.
- Holistic approach to assessing and grading.
- Experimentation-driven in a practice-based approach encourages creativity & liberty.
- Autonomy in individual student learning journey marked by curiosity; tutors are not ‘gatekeepers of knowledge’ who need to validate their ideas.
Threats
- Low language capabilities and comprehension is a barrier to communication between students and tutors.
- Students may not always understand verbal feedback in tutorials related to grade and written feedback against the learning outcomes; compounded by not seeking clarification or engaging in dialogue to make feedback meaningful/actionable.
- Students expect to get an A if they evidence the basic requirements of the learning outcome, ignoring that the standards of creative achievement are not listed in learning outcomes.
- “The Hidden Curriculum”: Detachment from resources beyond the institution; ignoring the lived experiences and informal learning opportunities associated with living/studying in London.