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ARP presentation
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What Next? Rethinking Workshops at CSM
Following on from the Circles of Influence post, I have been reflecting on what comes next and where the ARP has begun to lead. Through conversations with students and responses to my questionnaire, a recurring set of feelings and challenges has emerged around workshop access at CSM. Although the questionnaire did not explicitly ask about…
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References
Brunswick, N. and Bargary, S. (2022). Self‐concept, creativity and developmental dyslexiain university students: Effects of age of assessment. Dyslexia, 28(3), pp.293–308. doi:https://doi.org/10.1002/dys.1722. Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self-worth? A review and implications for future research. Dyslexia, 14(3), 188–196. Denscombe, M. (2010). The Good Research Guide: For Small-Scale Social Research Projects Martyn Denscombe The Good…
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Circle of influence
One area of feedback from the questionnaire that I hadn’t explicitly asked for, but which came up consistently, was students’ concerns about access to workshops and technical spaces. Many respondents highlighted that these spaces often lack the capacity to accommodate all students, an issue that frequently arises in broader discussions with students about university provision.…
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Questionnaire flaws
Questionnaire link: Effectiveness and accessibility of instructional video guides – Fill in form The questionnaire proved to be a useful tool for gathering feedback from students. However, several discrepancies within the responses suggest that the questionnaire’s design may need refinement, particularly to ensure greater accessibility and clarity for the students it was intended for –…
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Creating a questionnaire/getting feedback
First draft of the questionnaire. Created on Microsoft forms, to create a cohesiveness with the software (Microsoft outlook) that students already use, which will hopefully mean that it is easier to navigate. Effectiveness and accessibility of instructional video guides – Fill out form When I designed the questionnaire for the Photoshop video guides [Link to…
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Ethical action plan
Writing the ethical action plan I found to be useful in terms of where to begin with the project, what to consider and do in a practical sense. I had two iterations of the ethical action plan, the first draft being: Ethical Action Plan Template 2025-26 1.docx The second and final version: Final SR Ethical…
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ARP : Rationale
The motivation for exploring this topic emerged directly from my day-to-day teaching practice. Over time, we began receiving a high volume of student emails asking the same questions about using Photoshop, often relating to very basic skills. Despite providing written help sheets, it became clear that many students were still struggling to apply the instructions…
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IP Unit: Reflective Report Intervention reflection
Introduction This report outlines the development of accessible guidelines for the embroidery software used in our workshop, with a particular focus on supporting neurodivergent students—especially those with dyslexia. The resource is available to view on a previous post; https://sreynolds.myblog.arts.ac.uk/2025/06/27/intervention/. The guideline uses various accessibility guideline advice from numerous sources (also linked in the previous post).…
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Intervention
My intervention will focus on developing and restructuring accessibility guidelines for the embroidery software used in our workshop. While this has been a concern for some time, undertaking the PG-Cert has provided me with the space, framework, and reflective tools needed to address it more effectively. This proposal is closely tied to my daily practice…