Contextual Background (c.50 words):
Within this case study I will be focusing on my position as the Digital Skills tutor year one, Illustration and Visual Media Students. This workshop is designed to teach and enhance students knowledge of creating visual assets using a variety of creative software.
Evaluation (c.100 words):
As a digital skills tutor my approach to workshops combines verbal and visual presentation, with hands on task that students complete using a technical device. For example – a workshop could consist of working on Adobe Illustrator and having the students familiarise themselves with the fundamentals tools and principles of the program. All session are recorded and the presentation slides are made available on the their dedicated Moodle page.
I have noticed that some students struggle navigating certain programs, possibly due to neurodiverse issues or general lack of confidence. While, others may lack access to the necessary devices or software. These challenges have occasionally impacted the workshops. In hindsight, I should recognise the importance of being more attentive to students who face technological barriers, ensuring they can fully engage in the session.
Moving forwards (c.350 words)
Using technology for diverse learners – Wahl and Duffield (2005) examine research on adapting and differentiating tasks and instructions to meet the needs of diverse students. They highlight research on ‘differentiating instruction as giving students multiple options for taking in information, for making sense of ideas, and for expressing what they learn.’ (Wahl, L & Duffield, J. 2005). For example, in a workshop on adobe Illustrator, I could offer alternative instructions, slides, handouts, and create bespoke video content to ensure there is clear communication for all type of students. They all recommend strengthening teaching through training sessions, to give teachers adequate time to explore existing software features. Possibly allocating an inclusion specialist as some form of mentor that can reframe content given to students or vary the content.
Adopting student equity in education – Ensuring that the potential of all students is realised through equitable teaching practices is essential. According to Husbands and Pearce (2012), one needs to understand interdependence between teaching and learning, meaning one can not live without the other. It is unjustifiable to predict a learners ability or capacity to learn, for if we do we create boundaries and hinder the education a learner might need. They emphasise that learning is fostered through connections within communities built on the principles of co-agency, trust and everybody. By promoting fairness and providing the necessary support, educators can create an environment where every student has the opportunity to succeed and thrive.
References (additional to word count)
Bucholz, J. L., & Sheffler, J. L. (2009). Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome, Electronic Journal for Inclusive Education, 2 (4)
Husbands, C. and Pearce, J. (2012) What Makes Great Pedagogy? Nine Claims From Research, National College for School Leadership <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/329746/what-makes-great-pedagogy-nine-claims-from-research.pdf > Accessed March 2025
Wahl, L & Duffield, J (2005). Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do. Knowledge Brief. Available at: https://files.eric.ed.gov/fulltext/ED484743.pdf