Intervention and Reflective Report

This report explores Slido’s implementation in first- and second-year BSc Psychology of Fashion classes. As a specialist technician in psychology, I chose Slido due to fluctuating attendance in the open-access classes I facilitate, aiming to boost student engagement both in-person and remotely.

During the PG Certificate in Academic Practice session on June 19th, 2024, I introduced Slido to peers, emphasizing its inclusivity and demonstrating features like word clouds, rating polls, and open-text questions. Peers noted students’ frequent absences due to project commitments and unfamiliarity with Slido but recognized its potential, suggesting clearer explanations. In my weekly four-hour SPSS sessions, I assist students in navigating statistical tools, addressing their anxiety and inexperience with tests. Integrating Slido with PowerPoint allows anonymous feedback via QR codes, fostering collaborative learning and mitigating power dynamics. Dr. Kwame’s feedback highlights the strengths of my collaborative learning approach, aligning with critical pedagogy and social justice. He advises explaining why students often lack statistical capabilities during preparation, expanding activities, and incorporating more collaborative learning literature to enhance the intervention.

Theoretical Background

Collaborative Learning

Subjectivity and power are crucial in analyzing recognition and exclusion in art and design education. University of the Arts London’s (UAL) Diversity, Equality, and Inclusion Policy (Jesper, 2019) advocates for fairness. However, meritocracy overlooks class, gender, and race disparities. Williams (1997) argues that selection processes reinforce social hierarchies by attributing success to effort, ignoring systemic inequalities (Burke & McManus, 2011).Collaborative learning fosters shared goals, enhancing cognitive motivation and academic success (Tinto, 1997; Castle, 2014; Johnson et al., 1998). It benefits racial minorities and students with lower academic abilities (Barkley et al., 2014). Rooted in constructivist theories (Piaget, 1950; Vygotsky, 1978), it facilitates cognitive growth through shared experiences and diverse perspectives, fostering innovative problem-solving (Davidson & Worsham, 1992; Johnson & Johnson, 2002). Facilitated by tutors, collaborative learning challenges students through “disequilibrium” (Slavin, 1996), significantly improving critical thinking, especially in less academically prepared students (Loes & Pascarella, 2017). Vespone (2023) stresses the importance of intentional planning and tailored activities for effective co-constructed learning, promoting equal participation of teachers and students (Burress & Peters, 2015). Burress and Peters (2015) highlight that “knowledge was jointly constructed as they dialogued, taught, and learned in the comfortable and safe environment” (p. 11).

Collaborative learning enhances skill development, engagement, and meaningful learning by fostering relationships in safe spaces (Vespone, 2023). It leverages staff expertise, technology, and co-constructed curricula to create a third space for interaction among students, teachers, and peers. Strategies include small group discussions, intentional dialogues, active listening, and flattening hierarchical dynamics (Kolb & Kolb, 2005; Sidelinger & Booth-Butterfield, 2010; Burress & Peters, 2015; Ha & Pepin, 2017; Cook-Sather, 2018). These practices, aligned with constructivist theories and inquiry-based learning(Capon & Kuhn, 2004; Knowlton & Sharp, 2003; Prince & Felder, 2006; Wang, 2007; Mascolo, 2009), help students apply classroom concepts through reflective exercises (Stefaniak & Tracey, 2015).

Freirean pedagogy and Inclusive Pedagogical approaches

Freire’s “Pedagogy of the Oppressed” (1970) promotes dialogue, critical thinking, and active participation to challenge oppressive systems, advocating egalitarian, collaborative learning (Freire, 1970; 1996, p. 16; 1997, p. 91). This aligns with Vygotsky’s constructivist theory, emphasizing guided problem-solving and peer collaboration (Vygotsky, 1978, p. 38). Intersectionality, discussed by Crenshaw (2017) and Haraway (1988), examines student-teacher dynamics to support marginalized groups at UAL, where inclusive pedagogical approaches are crucial (Active Dashboard, 2023/24). Scholars promote pedagogy that empowers positive change through questioning and shared humanity (Peters & Mathias, 2018; Maxwell, 2014).

In open access statistics class, low attendance and engagement, along with delayed data sharing among second-year students, are issues. I aim to test whether collaborative learning can increase engagement and enhance undergraduates’ skills through practical experience, peer-assisted learning, and peer learning (Cook-Sather, 2014; Mascolo, 2009). As a specialist technician in psychology, I have observed that students are more engaged when they practice implementing statistics in their assignments, particularly through goal-oriented group learning (O’Donnell, Hmelo-Silver & Erkens, 2005). In open access classes, students face challenges like travel, finances, and performance anxiety, affecting attendance. However, when I model and instruct statistical tests, student engagement increases through dialogue and feedback, fostering an active mindset. I am concerned about students who cannot attend due to travel, work, or lack of confidence. How can their voices be heard? Integrating collaborative learning with peers, staff, and technology interactions fosters skill and identity development (Peters & Mathias, 2018; Vespone, 2023; Mascolo, 2009). Inspired by constructive learning and critical pedagogy, I embrace Vivienne Westwood’s concept of interconnectedness at Christie’s auction (2024) (image 1) and believe all students’ voices should be heard, whether they attend class or not. This can be achieved through the Slido platform (image 2), accessible via web browsers and mobile apps. Slido supports inclusive participation by allowing students to submit questions anonymously, benefiting those who feel isolated or cannot attend actively.

Image 1. Vivienne Westwood collection

Critical pedagogy, Mindfulness and Slido

Combining Freirean pedagogy with mindfulness practices of living in the moment (Pollak et al., 2014, p.144) enriches statistics education, enhancing cognitive and emotional learning for inclusivity (Peters & Mathias, 2018). Freire (1996) emphasized dialogue for critical thinking (p. 73) to engage students. Appreciative inquiry (Cooperrider & Whitney, 2005; Cockell et al., 2013) and participatory appropriation (Mascolo, 2009) foster collective growth through interaction. Integrating Foucault’s theories (1972; 1973) on power dynamics creates safe spaces, using platforms like Slido for real-time, anonymous student feedback (Appendix 4: images 3, 5, 12), promoting open communication. Breath-focused mindfulness, such as the three-minute breathing space (Appendix 2), may reduce anxiety and enhance engagement (Pollak et al., 2014; Andre, 2014). As a psychologist, I have learned mindfulness techniques and can test the effectiveness of a 3-minute breathing exercise on students reporting anxiety with statistics.

Incorporating Slido, I will ask students to rate their feelings (Appendix 4: image 4) and integrate breathing practice to enhance awareness and reduce stress (Andre, 2014). Reflective journaling (image 3) may also help students engage better with data management by calming negative emotions and improving concentration. Introducing Slido in open-access statistics classes exemplifies transformative learning, aligning with dialogue, empowerment, and collective growth as advocated by Freire and Foucault. This approach fosters acceptance, examines values (Cook-Sather, 2007), and supports intergenerational learning (Fielding & Moss, 2011). Inspired by Freire’s principles (1970), Slido fosters a participatory environment, encouraging praxis and positive change (Davies, 2013). It facilitates small group discussions and safe dialogue spaces (Burress & Peters, 2015), enabling real-time feedback for collaborative learning. Burress and Peters (2015) noted, “knowledge is constructed as students dialogued, taught, and learned with one another in the comfortable and safe environment they had developed together” (p. 11). Slido’s interactive feedback, even outside class, will enable me address questions and record students’ responses (Appendix 4: image 12), reflecting data management challenges (Appendix 4: image 12) and empowering higher education with interactive technology.

Image 2. Slido Interface.

Image 3. Word Cloud

I will test Slido for live, anonymous interaction via mobile devices (Appendix 4, Image 2). Features like word clouds (Image 3), rating and active polls (Appendix 4 Image 4), and open text questions (Appendix 4: image 6) will gather and share feedback among students. I will prompt reflections with open text polls, such as “What was your personal highlight of the past week in statistics?” Poll questions will assess engagement at session start and end (Appendix 4: images 9, 10), collecting non-verbal feedback to initiate discussions on motivation and progress in data analysis, e.g., “From 1-7, how motivated are you feeling at the beginning and after today’s work?”

I will allow students to ask questions anonymously with Slido’s Q&A feature(Appendix 4: image 11), aiding those hesitant to speak up, whether they are present or not. I will test if anonymous replies encourage broader participation and voting on relevant questions, promoting collaborative learning. This aligns with the principles of Freire, Chomsky, and Angela Davis (Farndale, 2010; Davis, 2013). Using open text responses (Appendix 4: image 6), I aim to capture students’ challenges with data analysis, even if they missed class. This feedback will identify learning gaps and inform practical solutions through dialogue among peers, myself, and academics (Vespone, 2023).

Challenges and Solutions of using Slido

Despite its benefits, Slido poses challenges. Students in remote or low-income areas may lack reliable internet, hindering participation (World Bank, 2020).Slido’s asynchronous features can be used with recorded lectures and library internet facilities. To foster deep engagement and avoid risking surface learning (Biggs &Tang, 2011), practical exercises like SPSS data cleaning and reflective questions on what students learned in class will be integrated with Slido polls and group projects. Reflective questions via Slido (Appendix 4: images 3, 5) can stimulate deeper thought and discussions.

Balancing Slido with group discussions and hands-on assignments can mitigate fatigue (Banna et al., 2015). Collecting feedback before and after class (Appendix 4: images 9, 10, 12) maintains engagement. Reflecting on feedback allows students to independently revise problematic tests (Appendix 4: image 6), reinforcing learning by doing (Mascolo, 2009).Proficiency in digital tools can limit effective Slido use (Redecker & Punie, 2017). Universities should invest in training and support, offering technology advice and connecting students with knowledgeable technicians.

Utilizing Slido enhances inclusivity and equity, empowering students as active collaborators in data management projects. However, further testing with peers in and outside the classroom is needed to confirm its effectiveness.

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Appendix 1: Description of Slido to Students and Staff

Slido is an online platform accessible via web browsers and mobile apps (Appendix 4, image 2), making it versatile and easy to use in various settings, even when students are not physically present in class. This platform supports inclusive participation by allowing students to submit questions related to data management, cleaning, and transformation to a central feed anonymously. The anonymity feature is particularly beneficial for students who feel isolated or uncomfortable speaking in front of large groups, ensuring equal opportunities for all to contribute and engage with the material.

In addition to Slido, Myblog, a UAL blogging platform, can be used for students to record reflections on lecture content, statistical tests, personal challenges with data analysis, and project progress, such as quantitative projects in Year 1 and consultancy projects in Year 2. This platform encourages creativity and collaboration by enabling students to use digital tools and draw inspiration from diverse teams of culture, faith (Coventry City of Culture, 2021), fostering a practical understanding of statistics. By focusing on inclusion, diversity, and identity through group discussions, students are encouraged to lead the conversations (rather than be always led), promoting a learning-by-doing approach and demonstrating the integral role of statistics.

I will be using Slido to collect your questions before, during and after open class and hear your feedback. As Slido is embedded into power point presentations (image 1) you can interact with me directly.

Please go to www.slido.com and enter [the code #1647883] (image 2) or use the QR code to join the conversation.

Image 1. Slido Interface with PowerPoint presentation on SPSS

To take part, you need to scan the QR code or click on the link below or access Slido website and follow the instructions.

Image 2. Slido QR code

Some Tips for submitting questions:

You submit your questions anonymously into Slido.com.
You can access Slido before, and after the open access class to review what others have posted.
I will address the Q&A (image 3) in open access class to recognise reasons and challenges encountered.
Follow up on the results and live polls from Slido, I will speak to students in class, and hear their voices via dialogue in order to promote inclusivity and engagement.

Image 3. Running a Q& A session.

I look forward to hear all about your learning experience and reach me out via chat on Microsoft teams.

Appendix 2: 3 Minute Breathing Space

Instructions:Breathing is a resource to help become aware of the present moment. Breathing is about noticing the movement of breathing without changing it. Paying attention to breathing will help understand it.Understanding breathing is more important than focusing on a busy mind with ruminations in mind.

Ideally make sure you are somewhere where you won’t be disturbed for 3 minutes.

So start by adjusting your posture, your shoulders are relaxed,

let the jawline being loose, have a sense of verticality to your back

and if you are able to do so, gently close your eyes

or just gaze softly down, and set your motivation for the practice,

Something like moving from doing and doing to just being

and accepting for the next 3 minutes.

And in this practice you start with the wider perspective then

narrow it down to the breath, then back out to your whole body, mind, the room

sounds. You may like to think a bit like an hourglass image.

So let’s begin by becoming aware of your body,

welcome the feeling of the body,

maybe notice the connection with the floor through the feet

connection with the seated base.

If you are lying down to the back of the body,

notice any tension that you may be carrying in the body,

any tension that you may be carrying in the face.

Become aware of your feelings, your executive inner air lives

what are your emotions right now?

What are your thoughts?

Just look at your thoughts as opposed to confront them.

And then gather your awareness around the movement of the breath,

so take your awareness to the gentle rise and fall of the tummy,

the touch of air around the nostrils, the movement of the air at the back of the throat.

Could be the expansion and contraction of the chest

so don’t try to change the breath,

just take your awareness to the breath and the movement of the breath,

and just stay with that air bone flow. Let the breath breathe the body.

And then leave the breath and enlarge your awareness from

a narrow perspective to a fuller one,

so just become aware of the body as a whole again

the space around you, particularly the space behind your head,

see if you can become aware of that space behind your head,

become aware of any sounds that you can hear coming into the ears,

become aware of the sense of clothes, the clothes against your skin,

the air against your bare skin, any taste that you notice in the mouth

and become aware of the environment around you,

just congratulate yourself for giving yourself this time.

Appendix 3. Examples of high-quality reflections from past students’ troubleshooting sessions.

Q: I have not practiced spss in classroom. I have only seen it through slides.

A: Read the classroom slides and download the spss on your desktop.

Q: I fear I will make mistakes if I start cleaning data. I don’t know how to do it.

A: You would need to download your data first to spss, start browsing at your data. Start checking each row of the data for missing values. You could drop in open access class on Wednesdays and review some video tutorials.

Q: I find SPSS very difficult.

A: You would need to revisit the slides that your lecturer has generated. You can also go to library for references. Here are a few books:

Pallant, J. (2020).SPSS Survival Manual.Open University Press: Mc Graw Hill.

Dancey, C.P., Reidy, J. (2004). Statistics without Maths for Psychology.Using SPSS for Windows.Third Edition. Pearson Education Limited: Prentice Hall.

Please check the video tutorials.