Category: Theories, Policies and Practices

Object based learning inherently brings a sense of familiarity to a subject. Whether the item is an everyday item or something foreign, there is a sense of familiarity tactile objects bring “In recognition there is a beginning of an act of perception…Perception replaces bare recognition. There is an act of reconstructive doing, and consciousness becomes…

It’s taken me a while to reconcile with the lesson structure on the PG Cert. Fixed on the standard format of a classroom, I often found myself wondering when the tutor was going to ‘teach’ something. In hindsight, this thought seems redundant. Each session was filled with discussions of new ideas, shared practices, and thought-provoking…

Students that are unsure of their own judgment often ask the question “Does this look right?” When answered yes, it brings comfort and a sense of accomplishment to the student. However, this can also develop co-dependent behaviour removing students from their own sense of judgement. When answered no, it creates a sense of fear, often…

In their current state, many students do not understand learning outcomes and how they relate to the unit outcomes. As a technical member of staff, I also often struggled to understand them – until I watched the UAL assessment criteria video. The explanations were clear and concise, with aligning imagery and a catchy phrase. When…