Please find here the links to the three ROT forms which are saved as word documents and also listed in full below.
- Yasi Tehrani observation of Sheran Forbes (Me doing peer observation)
- Sheran Forbes observation of Yasi Tehrani (Peer observation of me)
- Lindsay Jordan observation of Yasi Tehrani (Tutor observation) Awaiting form
Yasi Tehrani observation of Sheran Forbes
Session/artefact to be observed/reviewed: A teaser book consisting of front cover and insides, basically a promotional book
Size of student group: 40–50
Observer: Yasi Tehrani
Observee: Sheran Forbes
Part One
What is the context of this session/artefact within the curriculum?
The session takes place within BA Graphic and Media Design first year course teaching on the module Applied Methods and Exploration (AME).
How long have you been working with this group and in what capacity?
I have been working with this group since September 2023
What are the intended or expected learning outcomes?
To demonstrate a consideration for materials and processes through exploration of paper/format/binding/ cover-types/print finishing techniques examples and completion of workshop activities. To also apply responsible processes and methods for the development of their visual language applied to book cover designs demonstrating a practical enquiry of tutor led, and self-led design process decision making.
What are the anticipated outputs (anything students will make/do)?
Through lecture slides, the students will be introduced to paper/format/binding/ cover-types/print finishing techniques including a practical and research led workshop activity making simple book dummies, research undertaken in the library with consideration for book formats, paper types and sizes.
A second activity will explore the cover design of the book through the creation of three different book cover designs using either analogue and or digital materials and their keywords developed from previous workshops to develop a visual language. They will also be given a word and asked to choose one of the covers and change the design of using their interpretation of that word.
Are there potential difficulties or specific areas of concern?
There are still some students who don’t have keys words because they have been absent or are unsure about which types of words would be appropriate as there are students whose first language isn’t English and will need more guidance on word choices and their meanings.
How will students be informed of the observation/review?
A week before the lecture and at the beginning of the (observed session) I will explain that an observer will be coming to observe me and my teaching practice including the reasons why, and to reassure the students that the observation of me during the session will not include filming or photographs or be intrusive in any way and that the observer will not take part in the session.
What would you particularly like feedback on?
My general teaching style, do I leave enough room for questions and queries, the speed at which I deliver the lecture, if I use extraneous language that might not be understood. Whether my instructions are clear. Do I explain terms/phrase in a clear way. How I respond to students needs and or queries. I have I explained instructions well, (do I repeat myself!?) … how students are responding to the delivery of the lecture and the workshop activities given.
How will feedback be exchanged?
Through written feedback and possibly verbal feedback.
Part Two
Observer to note down observations, suggestions and questions:
The activity asks students to create three front/back covers for their publication using three keywords and based on work that they had already completed from the previous week.
General observations:
The groups are well organised, partly due to the way that the classroom has been organised. The instructions for the activity are clear and structured and the students responded well to it.
I liked how you moved around the room and gave students a chance to chat to you individually.
I really liked the atmosphere that you created, the playlist in the back was a nice touch to create an informal vibe which lent itself to the spirit of experimentation and not being overly concerned with the output itself being ‘perfect’ but rather iterative in nature.
You managed the ‘co-teaching’ of the session with your colleague really effectively, you were able to speak to students and focus on their individual work whilst your colleague focused more on time keeping and instructions.
It was nice to see that you offered students a choice of how they completed the activity. I noticed that a lot of students had tablets and laptops which they were using, but you also offered practical alternatives such as glue, pens and other materials which meant that students weren’t disadvantaged if they didn’t have the more technical apparatus.
You have such a lovely rapport with the students and it’s clear that they appreciate your input.
There was a point where students were given a word on a piece of paper and asked to modify their book cover design based on the word, it might be a suggestion to provide some more scaffolding around this (i.e. what if a student doesn’t understand the word?) I think perhaps showing an example at this stage might have been effective, so perhaps an example of a book cover, then showing the word and then showing the new version to students so that they know what is expected of them during that part of the activity.
The presentation of the book covers and the debrief at the end was well-facilitated and I thought the way that you asked students to choose the next person to give feedback on their work was really great! It created a relaxed environment during an activity that could have potentially been stressful for students presenting their work in front of quite a lot of their peers.
The introduction of next week’s work (visual summary) was clear as well as the explanation of how it tied into the assessment.Overall I think you did an amazing job with a big cohort and a massive room – really well done!
Suggestions:
Maybe to help structure the sessions you could use a timer that is shown on the screen? Might help students get a sense of how much longer is left in the activity (although I can also see the argument against this as well as it might create a bit more stress.)
It could have been because I joined just after the activity had been set – but it might be useful for students to know what they would be doing with the cover after they had designed them. It might have helped them to focus their time a bit more and prepare for printing etc. to get the cover ready to display (for instance some students were still printing when the presentation of the covers had started).
The instruction to ‘remember to document the process’ was given towards the end of the activity – could this also have been made more explicit in the activity instructions that were shown on the slides? It seemed that students were more engrossed in completing the activity rather than documenting it as they went. What would the benefit of documenting the process have been? Is this something they could potentially share with each other going forwards, perhaps in a Padlet or something like that so that the workings of the group is made visible?
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
The suggestion of providing more context to the activity-based book cover design and the given word could definitely include more context. This was a timing issue and something that can be adjusted together with other activities. There is always a balance between making sure something is explained and understood against allowing the students to think for themselves and giving them enough time to complete the work enabling time for feedback and to provide a sense of achievement and direction for the student. I can also include an example of the task although experience of this has taught me that students tend to replicate what they have been shown and not explore and experiment in fear of doing it wrong. I agree more context and perhaps simple verbal examples could be given.
Structuring the timings of activities could be included on the slides themselves along with the instructions of the activity which is normally left on display (on screen), so the students know what to do and with the addition of the timings, they’ll be aware of how long they have. We have tried setting timers but they are intrusive and I agree although my co- lecturer and I discuss timings and call out how long students have is as you have pointed not effective because students aren’t aware of how much time they should be spending on the activity especially if they are engrossed in it. Also not knowing how much time is left limits the student in terms exploration, experimenting and testing; if they know they have an hour it will allow them to work out what they are able to achieve during that time limit. On further reflection it would also benefit me and my co-lecturer, quite often we have interruptions, fire alarms, or an impromptu presentation or announcement can disrupt the flow of the session. Know what time has been lost can be gained through independent learning so students can continue of site with a clearly timed activity.
The instruction ‘remember to document your process’ is something we tell them to do constantly because as well as submitting their outcomes i.e. book designs they will also be submitting a document called The Visual Summary which documents the students design process. In block one we devote session on what a visual summary is, how to create it and why. At the beginning of each lecture, we begin with the importance of documenting and recording their process. Although we say it throughout the day, I think as you suggest, I should consider how many times we say it and when. For instance, I could begin with it at the start of the lecture and before an activity. Reflecting on this further, I realise saying it haphazardly could potentially make it meaningless. Having set times such as before an activity and at the end of the session would be more useful where independent work should also be recorded and documented for their visual summaries.
Telling the students, they’ll be involved in a public display of their work can make some of them run for the hills, causes anxiety sometimes preventing them from exploring ideas. However, as you have suggested, structured timed activities is key, having the timings displayed, knowing how long they have to design and at what point they should be printing will ensure everyone is ready to show their work for feedback. We vary the ways in which we conduct crits, so it could be standing in front of a wall display or in small tabletop groups – we decide on the day depending on student numbers and how well the activity has gone. I will add timings to slides but also emphasise what they are expected to have completed by the end of the session.
The above observations from the observer have been incredibly helpful, not only in allowing me to develop my teaching practice but to enhance the quality of what I’m teaching / delivering to the students. They are also very useful in the sense that I can reflect on my current teaching practice and ‘I’ can make these changes independently that will make a difference and not rely/defer to the wider institution of the university.
Sheran Forbes observation of Yasi Tehrani
Session/artefact to be observed/reviewed: Navigating Moodle: Workshop
Size of student group: 6 total
Observer: Sheran Forbes
Observee: Yasi Tehrani
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
This session was part of a collaborative project called ‘Navigating Moodle’ which took place between January – April 2024. We set out to examine how we may best support students in finding what they need to succeed, looking at how Moodle may present structures and information. As part of this, we developed a workshop that allowed us to capture a range of insights from a small group of student partners through experimentation, open thinking, and collaboration. This was delivered using Microsoft Teams and used a Miro board to structure the activity. I delivered this in collaboration with my colleagues from UAL Online. The workshop was held on 8 February 2023.
How long have you been working with this group and in what capacity?
This was the first time that I had worked with this group of student partners. We put out a call via Arts Temps for volunteers who had had some experience with online learning to take part in the project. This workshop was the first time we had met ‘virtually’ but we had been introduced via email prior to the workshop.
What are the intended or expected learning outcomes?
The expected learning outcomes were as follows:
By the end of the workshop, you will have:
- Discussed solutions for scenarios that affect the student experience
- Produced indicative designs showing the VLE layout of a particular scenario for either desktop or mobile
- Prepared for your independent design activities
What are the anticipated outputs (anything students will make/do)?
As part of the workshop, we presented participants with a range of hypothetical student scenarios and asked them to investigate these in smaller groups and respond to them by identifying how they might design a VLE (Virtual Learning Environment) in response to the scenarios. Once they had done this in smaller groups, we then asked them to (using Miro) create a wireframe of how this might specifically look and to sketch it out for both desktop and mobile.
Are there potential difficulties or specific areas of concern?
This was a very long workshop, running for 4 hours and so my biggest concern was keeping students engaged in the activities whilst also allowing for breaks and not overwhelming them with content.
Another area of concern was using Miro as the main tool through which students were asked to engage with the activities, especially as there was a lot of content on the board which can sometimes affect loading and performance speeds. There were no alternative or backup options offered to students.
How will students be informed of the observation/review?
As this session has taken place already and is a recording students will not need to be informed.
What would you particularly like feedback on?
Everything really! Areas for improvement.
How will feedback be exchanged?
A combination of written notes and a face-to-face meeting (either on Teams or in person) to debrief.
Part Two
Observer to note down observations, suggestions and questions:
At the start of the session, could there be more clarification on who was hosting and co-hosting the session (although if you had all met before, this wouldn’t be necessary). The overview of the content of the session was clearly articulated and the schedule of timings gave the students a clear indication of the scheduled events and what their expectations of them would be. It was helpful to have a breakdown of the schedule which centred on the needs of the student with regards to how much time they would be spending on screen.
Introductions online can always seem stilted, however introducing emoticons to convey how people were feeling was a good way to detract from the initial pressure of saying who you are and what you do. It really lighted the mood with students talking about the emoji’s they had chosen.
The warm-up activity introducing the students to Miro worked really well. It was a thoughtful and fun exercise which got the students involved using Miro helping them to become familiar with the tools of the software whilst keeping them engaged. The warm-up exercise questions were just right – not too personal or intrusive and did not require a detailed response. They sparked lively conversations and were a fun way to get students talking about their responses providing an opportunity to find out a more about each other in a fun and relaxed environment. I thought it was really helpful that the students could all see each other’s responses, but also see each other’s facial responses and gestures, lots of smiling and laughing. It made the process of collaborative working in Miro seem easy and intuitive, you could see everyone felt confident in their ability to contribute. Watching this style of collaborative learning online is something I’d like to introduce to my own online teaching practice.
The second warm-up exercise which entailed drawing worked just as well as the first exercise. A very simple but clever idea to provide the students with ‘digital’ sheets of paper already containing a circle, prompting them to create drawings that incorporate it. People are often put off drawing in front of each other because they feel shy or pressured about their drawing responses if drawing is something they don’t do or believe they can’t. There is also the idea of being given a blank sheet of paper where its easy to become afraid of making a mark. Providing a circle and adding to it avoids that pressure, it allowed students to make their marks but with the emphasis on learning how the drawing tool operates, and how students can apply it to their collaborative projects. Again, students were engaged using the tools whilst talking to each other and responding to what others had drawn. This is something that I could use within my teaching practice online and in-person.
Both exercises were excellent examples of collaborative learning in an online environment, which might initially seem limited due to not being in the same room. However, the thoughtful design and planning of the warm-up activities, integrated into the learning process, resulted in strong student engagement evident through lively discussions and positive facial and body language.
In the breakout rooms, students appeared at ease working and interacting with each other. Despite working separately, their facial expressions indicated a sense of comfort, and having the cameras on contributed to creating a warm and friendly atmosphere. However, there were moments of silence, and I thought it might be beneficial to facilitate the session by encouraging students to discuss some of the suggestions they were making. This could help keep the conversation flowing and avoid long periods of silence. You could use the opportunity to learn more about their roles and discuss any challenges they might face using Moodle in their department. It could spark valuable conversations and insights and encourage some of the more quieter students to take part in the discussions.
Your instructions for the final workshop were clear and well-articulated. It made me reflect on my own teaching practice, particularly the speed at which I speak. You spoke at a comfortable pace, allowing time for questions and comments, and ensuring that students understood what was expected of them. The ‘live’ demonstration worked well; student’s gestures indicated that they understood your explanations. You also showed empathy towards the issues students may face when learning a new software, drawing from your own experiences, and understanding of other user experiences.
You worked well with your co-host, there was one point where a student asked whether there was ‘an option to translate a whole page in Moodle’. I think it’s perfectly fine to confidently admit when you don’t know something or are unsure, and it’s perfectly okay to pass the question to your co-host. This is something that I’m learning to do too.
Summary
Overall, this was an engaging online workshop session. The warm-up exercises and workshop activities were informative, fun and well planned. You had built a strong rapport with the students enabling the students to feel comfortable sharing information and collaborating together in an online environment.
Some points to work on/ think about:
Are there ways you can facilitate the conversations and interactions between you and the students the workshops sessions – for instance commenting on what people are creating / making / writing.
Responding to some of the suggestions, insights and comments that students make and relating back to their roles and backgrounds.
Could you put together a set of questions that could initiate conversations between you and the students during more quiet moments without distracting them from the task they have been set.
More formal introductions from the hosts at the beginning to clarify who will be doing what and when. Perhaps more background information on your role within the department you work in.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
This feedback is immensely helpful as it highlights some key areas of teaching and learning delivery that I hadn’t considered before, and I’m grateful for Sheran’s perspective on this as an experienced AL. I’ve written my responses to the feedback below in red, using the things to think about bullet points to structure my response.
Are there ways you can facilitate the conversations and interactions between you and the students the workshops sessions – for instance commenting on what people are creating / making / writing.
This observation is really interesting. I think sometimes when I’m delivering workshops or sessions like this one, I’m so nervous that no-one will speak that when it happens it’s almost as though I’ve stopped listening to what the participant is saying and I’m more focussed on if anyone is talking at all! Being more present in the moment of the workshop will help and acknowledging that silence or the lack of response isn’t inherently a bad thing and something that means that the session has failed. I think incorporating structured discussion prompts and entering these into the chat box as well for students who might find it easier to read them will aid in this facilitation and hopefully encourage interaction.
Responding to some of the suggestions, insights and comments that students make and relating back to their roles and backgrounds.
I think where there is interaction, actively listening to what the participant is saying and drawing connections to their background or inviting them to talk about their lived experience will naturally draw out areas of discussion between the group and teasing this out in a way that is nuanced but respectful to all involved. I sometimes feel uncomfortable when students are vulnerable and open up in sessions like this and then the conversation moves to someone else, it almost feels as though they were so brave to speak and then they aren’t given the due attention they deserve. I think particularly given the context of this session in which we wanted students to be really explicit and honest about their experiences of using Moodle during their time at UAL, and they did this in good faith knowing that we weren’t going to share their responses.
Could you put together a set of questions that could initiate conversations between you and the students during more quiet moments without distracting them from the task they have been set.
Yes, absolutely I love this idea! I think having prepared a series of prompts would have really helped this session run a lot more smoothly. I think getting the balance between spontaneous versus more structured discussion is a fine act. I think perhaps it’s about having those prompts in your ‘back pocket’ as it were, so that you can draw on them as and when needed but not necessarily lead the session with them.
More formal introductions from the hosts at the beginning to clarify who will be doing what and when. Perhaps more background information on your role within the department you work in.
Yes, completely agree. I think we skipped this in this session that you observed as we had already had an introductory session with the students where we introduced ourselves and our roles but to go over this again would have been really helpful, especially in the context of the workshop to serve as a reminder of who would be doing what in the workshop. I think there was a sense of wanting to get to the crux of the workshop, because prior we had been a bit concerned whether the Miro or the exercises would work so I think we perhaps rushed the first bit in anticipation. Spending more time upfront in the introductory phase for future sessions will help to make everyone’s role really clear and help set expectations for the students as well.