Unit 3 – ARP Reflection
Transformations: This project, from ideation to execution, was a transformative experience. Initially, I approached it with apprehension, nervous of how to navigate the collaborative format and unfamiliar cohort of first year students. Yet, as we progressed, my mindset shifted from anxious to curious. I embraced the dynamic nature of the Padlet, learning to co-construct knowledge with my students, whilst appreciating the unpredictability of diverse perspectives and the project. This collaborative learning environment fostered teamwork and empathy, in an otherwise hierarchical relationship, transforming my view of learning from an independent venture to a vibrant multi-media group exchange.
Wins and Challenges: The successes were evident. Seeing students engage with the Padlet, their ability to dissect information from lectures into their own understanding and formats was quite inspiring. As first year students in their first term the multitude of definitions, visuals, and insights validated the effort I was putting in. However, challenges did occur along the way. Maintaining consistency in contributions and ensuring accessibility for learners of diverse language backgrounds were things I often encountered, however this was tackled through open communication and resourcefulness. It was initially difficult giving up some of the control to these new set of young adults. I had to remind myself not to hover and interfere.
Blocks and Bridges:
- Duplications: tackling duplicate entries in the Padlet glossary, takes time for one lecturer to manage and sift through. Enlisted other lecturers on unit to help with moderation.
- Multiple entries: challenges of multiple entries for the same concept and knowledge overlap, none incorrect but still causing confusion for first year students new to the subject. Went through concepts
- Choice of title: naming entries -optimising entries for user engagement e.g Segmentation vs Customer Segmentation.
Social Justice Impact:
Accessibility and Inclusion:
- Linguistic barriers: lectures primarily use academic or technical language, potentially excluding students with varying English proficiency levels or learning styles. The Padlet Glossary aimed to fill the gap on this knowledge with peer to peer learning.
- Technological barriers: Padlet platform does not require specific software only internet access, thus enabling all students an equal opportunity.
Promoting Critical Thinking and Social Responsibility:
- Encourages active and critical investigation of marketing concepts: The Glossary prompts students to question underlying assumptions of marketing and branding teachings by researching further into their origins and find examples that speak to them.
- Provides space for alternative perspectives: The platform encourage diverse voices and interpretations of marketing practices without prioritising a single dominant narrative. There can be multiple entries with varying examples or media.
Feedback and Tutorials: The group feedback session was invaluable. We collectively honed our ideas through constructive criticism, learning to refine content and presentation of the Glossary. I believe I made the most of the available advice, actively seeking feedback and incorporating it into subsequent revisions.
Time Management: Time management is nearly always my weak spot. Initially during the ideation process I was proactive. I then found time management got shaky when implementing the research with students despite structured planning and realistic goal setting. This was due to only 10 students signing up out of the 15 approached, as well as 3 then subsequently dropping out of the study. I was somewhat naive and optimistic about my idea and its novelty appealing to the new intake of students. However regardless of these shortcomings, allocating dedicated slots for research, content creation, and collaboration ensured timely progress without compromising quality.
Experimentation and Skills: This project itself was somewhat of a playground for experimentation. I ventured beyond my comfort zone, by giving majority of control away to students, allowing them to explore Padlet’s various features for visual design, and delving into different communication styles and interpretations of marketing theories. As a result, both my research and student collaboration flourished.
Future Visions: Going forward the Padlet Glossary’s potential inspires me and my fellow lecturers. I envision it evolving into a resource repository, an accessible knowledge hub for fashion marketing students across our three courses. There are discussions to continue the use of the Padlet Glossary in Term 2’s Branding unit.
Overall this project has highlighted the need for collaborative learning and social justice advocacy, propelling me to explore various ways technology can bridge educational divides and empower diverse voices.