Introduction
This case study comes from a personal challenge I am facing. Teaching a large cohort (120 students) of interior design students necessary digital design skills, all while juggling the limitations of a single tutor, space limitations and a traditional classroom setting. Student surveys consistently revealed a preference for in-person learning, especially when tackling new software and skills. I would like to explore the challenges I encountered and the strategies I developed to foster effective learning despite the constraints.
Challenges:
While I’m excited about the opportunity to teach such a large group of students, I’m aware of some obstacles that could impact both their learning and my ability to support them effectively.
One concern is having enough support staff to provide individualized teaching and monitor the progress. This personalized approach is crucial for student success, but it can also lead to burnout for me if I’m carrying that responsibility alone.
The physical limitations of traditional teaching spaces also create a challenge. These spaces aren’t ideal for incorporating active workshops or software demonstrations for such a large group. Currently, the biggest room in Chelsea is the banquet hall, where there are no power outlets for students’ laptops. Which I am using anyway.
Finally, while online learning offers flexibility, student feedback indicates they struggle to learn new software or skills independently. For effective learning, especially with complex programs, in-person interaction and 1 to 1 support seem to be essential.
Moving forward:
A blended learning approach can be a powerful strategy to address limitations in a digital design study. It offers the advantages of both traditional in-person learning and online learning environments.
Pre-recorded lectures and tutorials: Develop online modules with pre-recorded video lectures every week. This allows students to learn at their own pace outside of class and frees up in-person time for more interactive activities.
In-class workshops and labs: Reserve classroom time for hands-on workshops, demonstrations, and software labs. This approach fosters a collaborative environment where students can receive personalized support and practice applying new skills.
Break large classes into smaller working groups: Divide students into smaller groups for in-class activities. This facilitates peer-to-peer learning and allows for more focused feedback and collaboration.
Online collaboration tools: Explore online platforms that enable group projects and discussions even outside of class. This fosters teamwork and encourages knowledge sharing.
Invite industry professionals to lead workshops: Partnering with professionals can bring real-world applications to the classroom and showcase career opportunities in the field.
Design competitions: Create more design projects or design competitions with presentations. This fosters communication skills and allows students to learn from their peers.
Conclusion:
While implementing a blended learning approach with a focus on in-class workshops, collaboration, and student engagement can be highly successful, the ideal solution would be for the university to invest in additional staff. This would allow for more personalized teaching and support for students, ultimately leading to a more enriching learning experience.
References:
“Driving, sustaining and scaling up blended learning practices in higher education institutions: a proposed framework” Cher Ping Lim, Tianchong Wang and Charles Graham
https://brill.com/view/journals/ined/1/1/article-p1_1.xml
“Learning Online What Research Tells Us About Whether, When and How” by Barbara Means, Marianne Bakia, Robert Murphy