This study explores the integration of Learning Outcomes (LO) in Art & Design education, aiding educators in aligning LO development with Quality Assurance Agency(QAA) standards and assessment criteria, marking a pedagogical shift (Davies, 2012). Originating from a 2003 project within the Learning and Teaching Support Network, Davies (2003) suggests that LO encompass cognitive skills, knowledge application, solution analysis, ,communication and IT proficiency. Davies (2012) emphasizes LO should prioritize personal and developmental outcomes, not dictate student activities. Creativity especially in fashion education develops gradually through coursework, where process trumps final product.
In art and design education, learning outcomes include imagination and originality (Davies, 2003). These are central to my teaching, especially in visualizing fashion marketing strategies and conducting customer surveys. In workshops, I demonstrate visualization techniques using NVivo (image 1) and Qualtrics (image 2),an online platform for brand experiences. Though Qualtrics proficiency is not explicitly stated as an outcome, students learn to create surveys and utilize branding imagery within the platform. These workshops offer guidance on survey creation, fostering creative skills. These workshops provide guidance on survey development, nurturing creative abilities. This instructional approach aligns with Dilthey’s concept of “helicopter vision” (1988, p. 19), facilitating a comprehensive understanding by linking individual components to overarching concepts. By gaining insights into consumer behavior through survey analysis, fashion students deepen their comprehension.
I conducted a workshop on Qualtrics for the University of the Arts London’s quantitative research methods unit, highlighting its effectiveness in surveying. One learning outcome focused on contributing constructively to group work and understanding group dynamics (realization). The assessment tasked students with selecting a fashion business research topic, collaborating on data analysis, and submitting a reflective statement. Although Qualtrics use was not specified in the learning outcomes, I demonstrated its application (image 3), facilitated practice exercises, and guided group collaboration in survey creation. This approach enhanced students’ communication and decision-making skills in crafting survey questions, aligning with Davies’s (2003) emphasis on problem-based learning. Encouraging student-centred outcomes and providing reflective spaces for peer feedback further developed their learning skills over time.
Allocating time for reflection provides valuable insights into student challenges and encourages collaborative improvement efforts (Thompson & Thompson, 2008). I offer opportunities for students to acclimate to open access classes through data analysis activities weekly and provide support during research methods exercises. Teaching students to lead reflection sessions with independent analysis of provided materials fosters a reflective atmosphere in statistics education (Thompson & Thompson, 2008). This approach encourages double-loop learning, enhancing critical thinking skills and fostering self-directed learning.
Moving ahead, encouraging students to provide comprehensive feedback in open-access classrooms fosters increased participation and mindfulness, aligning with Brookfield’s critical perspective (1995) on refining teaching methods. This approach prioritizes shaping learning outcomes through specific feedback, focusing on fostering critical thinking rather than mere engagement. Additionally, emphasizing personal self-awareness aligns with Thompson & Thompson’s principles (2008) on reflective practice for critical practitioners.
References
Brookfield, S. (1995) Becoming a critically reflective teacher. 1st ed. Vol. 79. San-Francisco: Jossey-Bass Publishers.
Davies. A. (2003) Writing Learning Outcomes and Assessment Criteria in Art and Design. University of Brighton, Faculty of Arts, pp. 1-13.
Davies, A.(2012) Learning outcomes and assessment criteria in art and design . What’s the recurring problem. Brightonline student literary Journal,18, University of Brighton, Faculty of Arts.
Dilthey, W. (1988) Hermeneutic circle (p. 19) ,in Thompson , S. & Thompson, N. (eds.) The critically reflective practitioner. Contexts for Reflection. Chapter 3. Basingstoke: Palgrave Macmillan, pp. 55-76.
Hussey, T., Smith, T. (2002) The trouble with learning outcomes, Active Learning in Higher Education, 3(3), pp. 220-233.
QAA (2000). Art and Design Subject Overview Report 1998/2000.
Thompson, S.,& Thompson, N.(2008). The critically reflective practitioner: Context for Reflection. Chapter 3.Basingstoke:Palgrave Macmillan. Available at : ProQuest Ebook Central.