Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed: 1:1 technical help with embroidery
Size of student group: 1
Observer: Farah
Observee: Sophie
Part One
What is the context of this session/artefact within the curriculum?
This personalized, one-on-one technical tutorial is designed for students who want to use the workshop, for embroidery, for the first time, or as a refresher. During the session, we begin by discussing the student’s goals and then introduce them to the software, guiding them through its tools and settings. Once the design is finalized, we provide step-by-step instructions on how to properly frame the fabric and stitch it out on the embroidery machine.
How long have you been working with this group and in what capacity?
This varies depending on who is booked in. All students will be from Ba or MA Textile & Fashion pathways
What are the intended or expected learning outcomes?
LO1 – Knowledge: Demonstrate knowledge and understanding of Wilcom software and how to effectively framing-up and prepare fabric.
LO2 – Enquiry: Leverage knowledge of software and embroidery techniques to align with the student’s ideas and project, inspiring continued experimentation and creative exploration.
LO3 – Process: Provide support to the student in using the software and sampling, troubleshooting challenges, and offering guidance on any necessary improvements or adjustments for further experimentation.
LO4 – Communication: Clearly communicate both digital and practical skills to the student, ensuring a mutual understanding of their goals and what they aim to achieve. Aim is for the student to walk away with the ability to confidently use the space/software again in future.
LO5 – Realisation: Utilize technical skills to assist students in experimenting and sampling, helping them create stitched textile work that enhances and supports their project.
What are the anticipated outputs (anything students will make/do)?
A digital embroidery file + most likely a physical embroidered outcome
Are there potential difficulties or specific areas of concern?
The workshop can become quite busy, and sessions are often interrupted by walk-in questions. As a result, it can be challenging to support students effectively while maintaining the flow of the explanation.
How will students be informed of the observation/review?
Students will be informed via email before the session and verbally informed at the start of the session.
What would you particularly like feedback on?
I would appreciate feedback on the clarity of my communication and the effectiveness with which I explain the techniques and processes. Additionally, I’m open to any suggestions for improvement in the overall session
How will feedback be exchanged?
Through written feedback and discussion
Part Two
Student A
• Sophie provided step-by-step guidance on how to convert a JPEG file to a PDF in Photoshop, demonstrating the process on the computer.
• Since the student didn’t have time to complete the steps themselves, Sophie sent them a PDF handout for reference.
• Student was feeling anxious and uncertain about making mistakes. Sophie reassured them, encouraged them not to worry, and invited them to return after their lecture for a more in-depth session.
Student B
• Student arrived to learn how to use Wilcom software and embroider their piece, and didn’t have prior experience with the software.
• The student needed to email their image to Sophie for upload but encountered technical issues. Sophie quickly found an alternative solution and used AirDrop instead.
• While waiting for the student to send their file, Student A returned. Sophie took the time to go through the steps in detail, showing them how to reformat their image by dragging and dropping elements onto a board before proceeding to the next steps.
• Sophie then guided Student through opening Wilcom software, explaining how to create a template, choose different frame sizes, and use various tools for tracing shapes and selecting stitch types.
• Provided real-life samples of stitch types and frame sizes to help students visualise the process, ensuring they understood how digital templates translated into physical embroidery frames.
• Student had difficulty remembering how to draw straight and curved lines using the tool. They asked Sophie to clarify the steps, and she demonstrated the process again on the computer. Once the student understood, Sophie encouraged them to try independently while she observed to ensure they grasped the technique.
Student C
• While assisting Students A & B simultaneously Student C was having problems with the embroidery machine and Sophie troubleshooted the problem efficiently.
Sophie offered step-by-step guidance tailored to students at different skill levels, ensuring every instruction was clear and easy to follow. She supported those who were struggling by providing reassurance and a digital handout for reference. When technical issues emerged, she swiftly resolved them using AirDrop. By effectively managing multiple learners, she reinforced best practices, shared samples to boost understanding, and promoted independent learning, helping each student build confidence in their progress.
Adaptability & Managing Multiple Students
• Sophie tailored her step-by-step guidance to meet the diverse skill levels of her students.
• She promptly addressed technical issues by switching to AirDrop, demonstrating flexibility in problem-solving.
• By effectively managing multiple learners simultaneously, she adjusted her approach to provide targeted support where needed.
• She balanced working with multiple students, ensuring each one received enough time and support without delays.
Pacing & Reinforcement
• Instructions were clearly communicated and demonstrated at a steady, manageable pace. Sophie adapted her approach based on each student’s level of understanding.
• When students struggled, she reassured them and patiently re-explained steps, reinforcing key points until they felt confident to proceed independently.
• She provided visual samples of embroidery effects and stitch types, helping students make informed choices and understand the range of possibilities on the embroidery machine.
Areas for Development
• Creating step-by-step handouts with clear instructions and visuals would help students remember the process and follow along independently.
• Recording video demonstrations or screen recordings of the steps could provide students with a useful reference to revisit later, reinforcing their learning outside of the session.
Regularly solicit student feedback to refine instructional pacing and ensure all learners’ needs are met.
• Develop a troubleshooting guide for common technical issues (e.g., software errors, file format problems) to streamline problem-solving in future sessions.
• If students struggle with specific steps, pausing to check their understanding before moving on could help ensure they feel confident in applying the skills independently.
• Create a simple, easy-to-follow checklist to help students ensure they have completed all the key steps.
Part Three
In reflection to Farah’s observation, I believe have there to a shortfall in the availability of learning-aids and guidance for the digital embroidery workflow using Wilcom software. Comprehensive handouts already exist for fabric printing, which are appreciated and frequently used by students, clearly suggesting a similar approach would benefit embroidery students. Regarding specific areas for improvement:
- Creating step-by-step handouts:
I would like to focus more on this area, as I believe it will greatly enhance students’ learning and serve as a valuable teaching aid. Providing handouts with clear, concise instructions will support several key aspects of student development, including aiding neurodiverse learners, encouraging independent work, and offering a reliable reference for students to revisit when they wish. Additionally, Wilcom features an interactive feature where students can hover over an icon, press ‘F1,’ and be directed to the website for detailed instructions on how to use each tool, along with descriptions of each icon. Unfortunately, I often forget to mention this during inductions, but I believe it would be highly beneficial to incorporate this feature into the lessons moving forward.
- Recording video demonstrations or screen recordings of the steps:
I am eager to further develop this aspect within the workshop, particularly in exploring how to effectively facilitate and create video content that is accessible to all learners. In the meantime, it may be helpful to provide students with links to existing YouTube videos that cover relevant content, helping to bridge this gap until resources can be created.
- Develop a troubleshooting guide for common technical issues:
A similar guide exists for fabric printing but has been overlooked for digital embroidery. It is apparent that this would provide an invaluable source of information for all users. Areas that we are often asked about and that could be included are; image export and workspace navigation.
• Create a simple, easy-to-follow checklist:
This is something I hadn’t previously considered, but I can definitely see the benefits. To enhance the learning resources, I’ll include a detailed checklist at the end that covers the key elements we regularly review and adjust once a student has finished designing their file. This includes factors such as: stitch density (which directly correlates with the thread being used), underlay, design size, how well the design fits within the frame and onto the fabric, as well as color order.
These elements are crucial for achieving a successful embroidery outcome, and it’s essential that students are not only aware of them but also knowledgeable about their importance, especially if they pursue work in the industry or beyond the workshop. This checklist will serve as a valuable tool to reinforce their learning and ensure they gain a comprehensive understanding of the process.
• If students struggle with specific steps, pausing to check their understanding before moving on:
This is an area I should give more thought to when teaching a student. Typically, I walk through several steps or at the end of a session before asking questions like, “Does that make sense?” or “Do you understand?” However, upon reflection, it would be more effective to ask these questions more frequently or, even better, to proactively set the tone by saying something like, “Feel free to stop me if you’d like me to repeat or explain anything.” This approach would better support the student’s understanding and encourage more active engagement.
In conclusion, developing additional learning aids for Wilcom will greatly enhance students’ learning experiences. Step-by-step handouts, video demos, and interactive tools will support independent learning and cater to diverse needs. Incorporating student feedback, creating troubleshooting guides, and providing checklists will improve the learning process, while regularly checking comprehension will boost student engagement and confidence. These improvements will encourage a more effective and inclusive learning environment, preparing students for success in both the workshop and the industry.