How can relationships between staff, students and asynchronous resources be built and nurtured to ensure the legacy and interaction of those resources?
It’s a working title, so don’t get too attached. It could change at any minute!
If you’d like to know how I came to ask myself this question, the rationale behind my thought processes and the body of work that led to this project, please take a look here.
We have also been advised to link back to our first ever blogpost on the PgCert that outlined our Academic Practice to give this Action Research Project context, and looking back at it I’ve noticed two things:
- I didn’t do a great job at outlining my Academic Practice, it’s not clear what I teach or my position. Oops! Let’s remedy that below and give you some context.
- It feels like I’ve had a full circle moment. My first blogpost highlighted the power of asynchronous teaching and the importance of building rapport with students to retain engagement. Both of which are the key driving forces of my Action Research Project. I guess this either means I have a focus for my teaching pedagogies and methodologies, or I need to stop banging on about the same things and get something new to talk about!
My first blogpost divulged my newness to teaching (now standing at 3 years), but failed to mention that I am Lecturer on an undergraduate course at LCF called BA(Hons) Fashion Design and Development. I teach technical pattern cutting skills predominantly, but dabble when opportunities arise in design and digital skills. My teaching hours focus mainly on YR1 and YR2 students, but am frequently helping Final Year students out of scheduled teaching sessions.
Hopefully that sets the scene nicely and contextualises both my teaching practice and my intentions for this unit.