TDP Project Journal : Surveying opinion

There is a lot of feedback involved in this process. We need to intervene in something which is an issue relevant to teaching and learning so to find out if something is an issue, apart from direct observation the only other direction this information can come from is feedback.

Feedback from members of the universities services. Members incorporates students and staff, academic, admin, facilities and technical. These are the people using and providing the services so their experience should sound out if an if an issue is an issue.

I’ve engaged with this in my work (I think everyone does) in conversation with students and colleagues. Sometimes a student tells you something is wrong. Sometimes an academic tells you something is wrong. Common problems are raised, discussed and addressed with varying degrees of effectiveness.

The nature of the TDP requires identification of a particular sort of problem (one that can be addressed by intervention but that is small enough to fit inside a unit sized package (with scope for furtherment) and one that has clear boundaries) so that it can be addressed by an clearly stated intervention.

Scientists refer to our planet as a being in Goldilocks zone – not to hot, not to cold, just right. Here the Goldilocks zone is not to big, not to small, just right!

I wondered if I set out a short questionnaire for students in computer open access areas articulating two questions maybe a response would point me in the direction of a problem that  fitted the criteria.

  1. What would you change about the way you are taught at UAL?
  2. What would you change about the way you are taught computer software at UAL?

Responses identified a few broad themes, which in turn give me a better idea of the areas that I might focus my investigation on. I’ll list them and then consider their appropriateness for this TDP process,

  1. We would like more teaching time.
  2. We would like more 1 to 1 support to be available.
  3. We would like more technical support from technicians in lessons.
  4. There isn’t enough explanation of the why and the how of how things are taught.
  5. We would like introduction to digital tools available at the University because we don’t have them at home, like for example MAC computers.
  6. We would like more workshops to be made available in digital tools for students who don’t have lessons on their course in those tools. Particularly design software. 
  7. What we are taught in class is stuff we could be doing at home (ie Lynda tutorials) and what we have to do at home it would be really useful to have the support of a tutor available.



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