TPP. Case Study One. Knowing and Meeting the Needs of Diverse Learners Digitally.

Introduction.
Knowing and meeting the needs of diverse learners digitally. A review and reflection of MADAD practice of digital delivery and future opportunities to improve. 


(Anonymised MADAD student feedback, 2024).

Background.
I have worked at UAL as Course Leader for MA Design for Art Direction (MADAD) for number years, designing and delivering the pedagogical framework and profile of the course. Prior to this role, my experience has been in Architecture, and as a Researcher, at the RCA Inclusive Design Research Centre. I am a neurodivergent learner with Dyslexia.

About.
The Objective of the Case Study is knowing and meeting the digital needs of diverse learners within the context of the MADAD courses digital delivery. Leveraging my first-hand experience, data collected, and expert interviews. For this study and others I will refer to MADAD data collected from Unit Feedback, Postgraduate Taught Experience Survey (PTES), Course Committee meetings and self-managed data collection will be referenced as evidence. Academic Literature and expert interviews will inform the knowledge of the study.

Context.
MADAD course delivers 18.75% of its pedagogy digitally which follows the 20% 80% ratio guidance by UAL, (UAL Quality Strategy Group, 2022). The course uses various UAL approved platforms for teaching, and in support of the teaching and course activities. As Course Leader I have implemented online Mondays consistently throughout the academic year. The rationale is to have consistency of experience, and to build upon the benefits we established in digital learning during the COVID transition, which are Diverse Voices, Inclusiveness of Content, and Dynamic Learning Experience.

Platforms used. [01] [02].

While digital education pedagogy offers many benefits, it is important to acknowledge its limitations (Garcia & Weiss, 2020). Hence, the importance to engage in reflective practice and analysis of these experiences, though student and peer feedback, in addition to literature. There are cohort-specific barriers, such as the COVID generation, who encountered an imperfect transition to online education due to the exigencies of the circumstances so still hold trauma in relation (Mahmud, 2022).

Diverse Voices.


Inclusiveness of Content.
[03] [04].

Dynamic Learning Experience.

Interview Yasi Tehrani.
I interviewed Yasi Tehrani, an Open Learning Designer at UAL working on the new Online courses being introduced at UAL. We discussed the opportunities of digital pedagogy from their research so far, I have included below several quotes that stood out to me.

(Tehrani, 2024).

(Tehrani, 2024).

(Tehrani, 2024).

(Tehrani, 2024).

Implementation.
Two key takeaways were taken from the conversation to be implemented on the MADAD course. Furthering engagement through personalisation of students digital avatars and further taking advantage of the opportunity of asynchronous content, for example pre-reordered lectures for students before they begin the MA, and content for out of term time.

The UAL online opportunity provides a platform for exploring innovative approaches to overcome these barriers and enhance the digital learning experience for all stakeholders involved. Through ongoing evaluation and adaptation, we aim to optimise the digital delivery of the MA Design for Art Direction course while ensuring equitable access and meaningful engagement for every student.






Footnote.

[01]. Platforms Primary for Teaching:

Blackboard Collaborate: This platform serves as the primary tool for live virtual classes, facilitating interactive sessions, discussions, and presentations.
MIRO: MIRO is used for collaborative brainstorming, visual planning, and interactive workshops, enhancing creativity and collaboration among students.
Padlet: Padlet functions as a digital bulletin board, enabling students to share ideas, resources, and feedback in an organized and visually engaging manner.
Teams: Microsoft Teams is utilized for communication, collaboration, and file sharing among students and instructors, fostering teamwork and engagement.

[02]. Platforms In-Support of Teaching:
UAL Website: The University of the Arts London (UAL) website serves as a central hub for accessing course materials, announcements, and resources.
UAL App: The UAL app provides mobile access to essential course information, notifications, and updates, ensuring seamless communication and accessibility.
CELCAT: CELCAT is used for managing timetables, scheduling classes, and coordinating academic activities efficiently.
Moodle: Moodle serves as the online learning management system (LMS), offering a platform for hosting course content, assignments, quizzes, and discussions.
Microsoft Email: Microsoft email (presumably Outlook) is used for official communication between students, instructors, and administrative staff.
Microsoft Office: Microsoft Office suite, including Word, Excel, PowerPoint, etc., is utilized for creating and sharing documents, presentations, and spreadsheets.
Google Applications: Google applications such as Google Docs and Google Sheets are employed for collaborative document editing, data analysis, and project management tasks.

[03]. It reduces the need for commuting, reduces expenses, and enables individuals to balance academic or professional responsibilities with caregiving duties more effectively.

[04]. Inclusivity, in the context of MA Design for Art Direction, but is applicable in the wider context. All our online sessions are recorded with the consent of the participants in the spaces and are available for the students to review after the completed session. Exceptions to this are pastoral conversations and breakout spaces. This allows students to have a live experience, but then also a asynchronous learning experience at their own pace. Teams allow for transcriptions and autogenerated captions, and our documents are at an 82% green status for voice reading.

Reference List.
Anonymised student feedback MADAD23/24, (2024). ‘Online Learning’. Conducted by Jordan Jon Hodgson (Padlet). February 2024.

Garcia, L., & Weiss, J. (2020). ‘Digital Learning: Strengths, Limitations, and Considerations for Implementation’. Journal of Educational Technology, 25(3), 123-135.

Mahmud, S. (2022). ‘A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework‘. BMC Psychology, 10(1). Available at https://doi.org/10.1186/s40359-022-00848-y. Last Accessed 02nd March 2024.

Pooja, J. (2021) ‘View of Fostering Inclusive Education through Principles of Special Education 2021′. Available at https://girt.shodhsagar.com/index.php/j/article/view/41/37. Last Accessed 02nd March 2024

Tehrani, Y. (2024). ‘Online Learning Interview’. Conducted by Jordan Jon Hodgson (Microsoft Teams). March.

Seán Bracken, Katie Novak (2019). ‘Transforming Higher Education Through Universal Design for Learning’. London, Routledge.

UAL Quality Strategy Group, (2022). ‘Item 4.2 Educational Planning Principles 22-23 FIN’. UAL Unpublished Internal Document Guide (PDF), pp01.