Amendments applied to Ethical action plan following tutorial’s feedback on 11 th october 2024 and discussion

Posted on 28th October 2024 by Zoi Zoupanou


ARP 2024-5

Ethical Action Plan

Name of practitioner-researcher: Zoi Zoupanou

What is your project focus?     The goal of this inquiry is to enhance student inclusive engagement in classroom by investigating and identifying evidence-based methods to identify inclusive pedagogy and critical thinking (e.g. questions, comments, opinions, dialogue with students) based on Slido application as a tool. I will focus only on  Slido’s impact, such as its influence on student engagement for inclusive pedagogy and learning outcomes. This will promote dialogue, ideas exchange and critical thinking, leading to recommendations for broader teaching development and inclusion of students’ voice who may remain silent either due to low confidence, financial difficulties, or racial inequalities. If I am Hence my research question will centered on whether or not  Slido can be a  tool for promoting inclusive pedagogy and student engagement      
What are you going to read about?

Collaborative learning has been shown to increase student engagement and enhance undergraduate 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, particularly through goal-oriented group learning (O’Donnell, Hmelo-Silver & Erkens, 2005). However, many students face challenges such as travel expenses, finances, and performance anxiety, which can affect their attendance. Due to my professional background and studies in psychology, I believe that students from all racial and ethnic backgrounds would benefit from getting a safe place to democratically exchange knowledge understanding in classroom, and critically reflect on learning in the shaping of knowledge. This reflects an authentic representation of students’ experiences within the university and generate data for lecturers or tutors to take into consideration.   Slido might prove to be a valuable tool for promoting inclusive pedagogy and student engagement in these situations. As a platform that allows for anonymous questions, poll-rating questions, and open text responses, Slido might provide a safe space for students to share their thoughts and experiences. This is particularly beneficial for students who might feel isolated or hesitant to participate in face-to-face discussions. By integrating collaborative learning with peer interactions, staff, and technology can foster skill and identity development (Peters & Mathias, 2018; Vespone, 2023; Mascolo, 2009). Slido can facilitate this by providing a platform for students to connect with their peers and share their perspectives on the course material. I am hoping to spot a light on how students embody the learning process and its experience, and what particular issues do they encounter as active observers in classroom. Their reflexivity while using slido may help to create a more inclusive and supportive learning environment for all students (Crooks , Owen & Stone, 2012). My objective is to investigate the interplay of reflexivity and collaboration among a technician, a researcher (myself) and students who ask questions, raise openly and anonymously via slido the issues they face and rate their confidence to complete tasks via slido.   In conclusion, this research will examine as to whether Slido application is a valuable tool for promoting inclusive pedagogy, student engagement and reflexivity when in build in powerpoint presentation. By providing a safe space for students to share their thoughts and experiences, Slido can help to ensure that all students have a voice and feel valued in the learning process especially in response to their needs.   Freire’s “Pedagogy of the Oppressed” (1970) advocates for a critical pedagogy that promotes dialogue, critical thinking, and active participation to challenge oppressive systems. This approach emphasizes egalitarian, collaborative learning (Freire, 1970; 1996,p.16; 1997, p.91) and aligns with Vygotsky’s constructivist theory, which emphasizes guided problem-solving and peer collaboration (Vygotsky, 1978,p. 38). Intersectionality, as discussed by Crenshaw (2017) and Haraway (1988), is essential in understanding the complex dynamics between students and teachers. By examining these dynamics, we can better support marginalized groups at UAL, where inclusive pedagogical approaches are crucial (Active Dashboard, 2023/24). Scholars such as Peters and Mathias (2018) and Maxwell (2014) promote a pedagogy that empowers positive change through questioning and shared humanity. Slido, as a tool that facilitates dialogue and collaboration, can be a valuable asset in implementing such a pedagogy. By allowing students to share their questions, their thoughts and experiences anonymously, Slido might create a safe and inclusive space for critical reflection and discussion in class,  encouraging  dialogue, collaborative learning and critical thinking. And exchanging questions and answers  and  aligning with the philosophies of Freire, Vygotsky, and intersectionality, students could  actively engage with course material via Slido, challenge power structures, and work towards a more equitable learning environment.       Also, I will include the following reading:   Collaborative learning -including students working in groups, students teaching each other (Loes&Pascarella, 2017) in classroom- fosters shared goals, enhances cognitive motivation and academic success (Tinto, 1997; Castle, 2014; Johnson et al., 1998).  Furthermore, this benefits racial minorities and students with lower academic abilities (Barkley et al., 2014; Loes & Pascarella, 2017). White students with lower academic scores who participated in collaborative learning programs showed the greatest improvement in critical thinking skills compared to racial and ethnic minority counterparts (Loes & Pascarella, 2017). Rooted in constructivist theories (Piaget, 1950; Vygotsky, 1978), collaborative learning 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). This collaborative approach leads to a rich diversity of information and experiences that are then integrated with established academic knowledge.  According to Greenwood-Hau (2024), ‘‘engaged pedagogy’’ is not just an alternative approach to education, it actively challenges traditional power dynamics and hierarchical structures within the classroom.  Students are encouraged to contribute their own knowledge and ideas, enriching the understanding of complex issues.  Teachers, in turn, become co-learners alongside their students as both equally listen to learn. This resulting community of learners may foster a more accurate and dynamic construction of scientific knowledge, as opposed to the traditional educational model that isolates critical thinking from factual information and creates a divide between students and teachers.  Consequently, engaged pedagogy and reflexivity can promote open discussion and challenge the limitations of traditional hierarchical structures within classroom.      
What action are you going to take in your teaching practice?     Thirty students will attend an optional two-hour introductory workshop to a software that the researcher will walk through students.  The researcher will give the briefing of slido intervention at the beginning of the workshop,  informing students that this is a research action project to explore the role of Slido application in collaborative learning and engagement  in classroom. Students will be instructed to use an anonymous Slido code to participate.   Slido will display emoji ratings embedded on slides, allowing for quick feedback on clarity. Also, Slido provides a feature known  as open text ,allowing space for students to  anonymously record any challenges they face with specific functions of the program they learn (e.g., coding themes, matrix and relationships). Slido also includes rating questions of open confidence polls,  gauging student comfort with tasks. Finally, slido displays space known as audience questions and answers so students can anonymously express their doubts, problems, insights. All above will be a rich source of qualitative and quantitative data.     Students’ slido responses will be used as real-time feedback to inform the researcher in relation to students’  learning experience and a questionnaire will be administered an anonymous questionnaire. The researcher -I- will have to create and edit the questions for the Qualtrics questionnaire (Section 4 follows &Appendix C )  An information sheet and a consent form (Appendix A, B) will be required to be completed in advance.    This allows the researcher (myself) to receive feedback in classroom and discuss any emerging issues in time. By incorporating Slido, the classroom may become more inclusive as students can anonymously raise questions, discuss answers of one another raise issues they face on  activities without fear of judgment. By addressing challenges will openly promote a learning environment that respects dialogue, diversity of all including minority groups with ethnic/ racial background and different levels of academic performance. This approach will ensure all students  feel valued and empowered to participate in the learning process while working together to raise questions and discuss responses.    Slido’s responses will inform about the students’ experience of using slido as a valuable  application or not valuable tool to an engaged and collaborative learning environment in classroom. These  findings will give answers to  the original research question as to whether  Slido can benefit students’ reflexivity and learning in classroom.   Students’ group findings from the Qualtrics questionnaire will be used  to validate these results.     Students who for any reason cannot complete the questionnaire in classroom will be able to access it on Moodle in the Qualitative Methods unit     Results with students’ responses to qualtrics questionnaire for slido application will be shown and discussed transparently and reflexively with the peer group for the PG Certificate in Academic practice. Results will be extracted on spss.  Also some  visualizations with results from slido responses embedded on power point slides will be presented to the peer group.   This multifaceted approach aims to provide a clear, engaging, and inclusive experience for improving students’ experience in class using Slido application. As time will be short I have removed the action of generating field notes as a researcher based on my observations , and also removed observations from another technician who was to attend in classroom as this would require a big scale study.  
Who will be involved and how?     The population to be sampled will be UAL second year undergraduate students (all aged 18 or older) in November 2024.       1. All students will be invited to participate voluntarily using a Slido code in classroom.Students will be briefed that the researcher attends the PGCertificate in academic practice and will  test a learning intervention known as slido in classroom (Appendix A). Students’ consent will be requested and  they will be briefed that if consent to take part in the study,  they will provide their responses anonymously. Students will also be informed that slido slides embedded in PowerPoint presentation.   2. An anonymous Qualtrics questionnaire (Appendix C ) will be available for students in classroom regarding their slido experience and for those who cannot attend or feel hesitant to participate in class the questionnaire has been added on slides. Students  should give consent (Appendix B) before completing this questionnaire.   The Qualtrics questionnaire for Slido application will include:   i) A rating question about  ‘‘overall, how was your experience of using Slido in classroom to communicate any issues/problem facing?’’ . This will be rated on four-point Likert scale   (1 =don’t know, 2=poor 3=neither good nor poor 4 =good).   ii) Matrix rating question : Please rate the Slido application in classroom based on  three rating statements  ‘‘how  was  the content of delivery, the pace and learning support of Slido’’. This will be rated on a three-point Likert scale (1=Fair,2 = good , 3=excellent).   iii)    A matrix question on  ‘‘ which aspects of Slido would you like to include as a follow-up?’’ Questions and Answers, open text , emojis-based rating . These aspects would be rated on  a three-point Likert scale Yes=3, Maybe=2, No=1, and    iv)  a multiple-choice question about  ‘‘How do you feel using Slido in classroom for learning?’’ This will be rated on a five-point Likert scale (1=Extremely dissatisfied, 5= extremely satisfied).     The instruction that will be displayed on slides in classroom will show:   ‘‘Please paste this reusable link into a website; it can’t be tracked and can’t be used to identify respondents: https://arts.eu.qualtrics.com/jfe/form/SV_cPfCesi3jHNJe2G  
  Please get in touch with the researcher if you have questions’’.   http://zoupanou.myblog.arts.ac.uk/files/2024/10/qualtrics-questionnairePGC-300×203.jpg 
N.B. If any of your participants/co-researchers will be under 18, please seek advice from your tutor.  
What are the health & safety concerns, and how will you prepare for them?     I will conduct this research action in a classroom setting with the researcher-I-, students, and a technician acting as an observer. Students will be presented with a Slido code, a voluntary participation tool, to provide real-time feedback on certain features of the slido  software. Slido will allow students to rate their understanding  with emojis, answer open-ended questions regarding challenges they face with data classification and participate in confidence polls.   The nature of the research, its location (classroom), and the chosen methods minimize any potential physical safety risks for participants. However, the researcher acknowledges that participation can sometimes lead to stress. Should any student experience stress during the study, they are encouraged to utilize the following resources:   UAL’s Health, Advice, and Chaplaincy service: https://www.arts.ac.uk/students/student-services/counselling-health-advice-and-chaplaincy  Mind charity support resources:  https://www.mind.org.uk/information-supportSamaritans’ helpline: 116 123Accessing counselling or therapy through the NHS for UK-based participants: http://www.nhs.uk/Conditions/stress-anxiety-depression/Pages/free-therapy-or-counselling.aspxSelf-help resources: http://www.getselfhelp.co.ukProgressive muscle relaxation exercise: https://www.youtube.com/watch?v=912eRrbes2g  
How will you protect the data of those involved?   All data collected will be used solely for the completion of my PG Certificate in Academic Practice, Arts and design. Participants will have the right to withdraw from the study at any point, without explanation or penalty. Data will be stored on UAL-managed systems and deleted once my research is assessed. While OneDrive will be installed on a personal device, only data files anonymized for analysis will be transferred and stored there.  It is important to reiterate that no personally identifiable information will be collected or stored. All data collected will be completely anonymized. Students can request their questionnaire data to be withdrawn and destroyed within 6 weeks of completing the questionnaire by contacting the researcher (email provided on the information sheet). Anonymized data will be accessible to Dr. Zoi Zoupanou, relevant PG Certificate tutors, and peers for research purposes. Both qualitative and quantitative data will be stored securely. No personally identifiable information will be linked to participant responses.   For more information about UAL’s data management practices and your privacy rights, please visit: www.arts.ac.uk/privacy-information. This research action prioritizes transparency and respects participants right to privacy. Students can participate with confidence, knowing their responses will be secure and anonymous.      
How will you work with your participants in an ethical way?   The researcher -I- will maintain the confidentiality of student data. Only use the data for research purposes for the PGCertificate in Academic practice and do not share it with unauthorized individuals. Students’ participation in the classroom is completely voluntary. Students do not have to take part if they do not wish to. Their responses will remain anonymous while recording their responses on Slido.   The researcher-I- ensure that students’ responses remain anonymous throughout the research process. This will encourage honest participation and protect sensitive information.     I will be transparent to the peer group of Certificate in academic practice and share information produced as part of data I will collect. I will share the outcomes of the intervention and build dialogue  and discussion with peers and how my positionality as psychologist specialist technician shapes how I conducted research with slido Crooks , Owen & Stone, 2012). I will also identify challenges faced ahead for enacting the intervention. Due to power dynamics between the researcher and participants, I will ensure that participants feel comfortable expressing their opinions and concerns by sending their questions anonymously via Slido in classroom.   As I am working with a diverse student population, I will be aware of cultural differences and ensure that the research is conducted in a culturally sensitive manner, allowing students to complete the questionnaire at home.  

Appendix A: Participant Information Sheet

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 Research project: Students’ Engagement, responses and challenges by real feedback to Slido application

Participant Information Sheet

About this study This study is part of my research on the PgCert Academic Practice in Art, Design and Communication at UAL.I am researching the learning experiences of second-year BSc Psychology of Fashion students in the Qualitative Methods Unit. My research aims to improve student learning by evaluating their comfort with anonymous feedback and using it to identify gaps and foster collaboration. This “responsive evaluation” uses a mixed-methods approach (qualitative and quantitative) by implementing Slido application during an introductory walkabout session on NVivo software. Slido will offer active polls, emoji-based ratings, questions and answers, open text that enables multiple answers on coding, pace and learning support of Slido, and poll -rating questions on students’ confidence.

A post-presentation questionnaire will be available on Qualtrics for students to provide anonymous feedback, particularly those who were unable to attend or felt hesitant to participate in the classroom. Students would need to consent anonymously.

Slido responses will be discussed in class with the researcher (time permitted), and the online questionnaire results will be analysed using SPSS. The researcher will share the Slido visual evidence of students’ responses (anonymously) to the peer group in PG Certificate in Academic practice.

What does it mean to take part? If you take part, you are consenting to taking part in the questionnaire on Qualtrics. The questionnaire may take between 10-15 minutes. The data will be used as the basis for academic analysis. If you choose to take part, you will be free to withdraw your participation at any point. You will not be obliged to give any reason for deciding not to take part.

Will my participation be kept confidential? Your anonymity is very important. The information about you will be confidential to me, as the researcher. You will not be identified individually anywhere in the research. What will happen to the results of the research project? The information collected from your questionnaire and Slido responses will be used for academic research purposes. This includes anonymous quotations from you e.g. how confident you felt using emoji-based ratings and open questions with your replies to challenges, thus contributing to an academic action plan dissertation. Your anonymized words may also be used to academic reports, presentations for the PG Certificate in Academic Practice, papers, and conference presentations. Your anonymous responses may also be published online.

Thank you for your contribution and participation in this study.

Contact for further information: Researcher’s Name, Zoi Zoupanou Email address z.zoupanou@fashion.arts.ac.uk

Appendix B: Consent form

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Participant Consent Form

Project Title: Students’ Engagement, responses and challenges by real feedback to Slido application

You are being invited to take part in a research project. Before you decide to take part it is important for you to understand why the research is being done and what it will involve. Please take time to read the attached information sheet carefully and discuss it with others if you wish.  Ask if anything is unclear or if you would like more information.

•         I understand that I have given my consent to take part in providing feedback on Slido application

•         I fully give my consent to take part.

•         I understand that I have given approval for my opinions to be included in the research outputs. Anything I say may be used in academic papers relating to the project, although these quotations will be anonymous.

•         I have read the information sheet about the research project, which I have been asked to take part in and have been given a copy of this information to keep. 

•         What is going to happen and why it is being done has been explained to me, and I have had the opportunity to discuss the details and ask questions. 

•         Having given this consent I understand that I have the right to withdraw from the research programme at any time without disadvantage to myself and without having to give any reason.

•         I hereby fully and freely consent to participation in the study, which has been fully explained to me.

I give consent

I do not give consent                

Date: 

Appendix C

Qualtrics Questionnaire for Slido Application

Section 1: Overall Slido Experience

Question 1 : Overall, how was your experience of using Slido in classroom to communicate any issues/problem facing?

1-Do not know

2-Poor

3-Neither good nor poor

4-Good

Section 2: Slido’s Impact on Classroom Interaction

Question 2: Please rate the Slido application  in classroom based on:

                                  1  Fair                     2  Good              3  Excellent

Content of delivery

Pace of delivery

Learning support

Section 3: Follow-up Topics for slido

Question 3: Which aspects of Slido would you like to include as a follow-up?

                                                               1  No                 2  Maybe          3  Yes

Questions and Answers

Open text

Emojis-based rating

Section 4: Overall Satisfaction with Slido

Question 4: How do you feel  using Slido in classroom for learning?

1-Extremely dissatisfied

2-Somewhat dissatisfied

3-Neither satisfied nor dissatisfied

4-Somewhat satisfied

5-Extremely satisfied

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Response to Reviewer’s feedback to ethics action plan with changes to be implemented

Posted on 28th October 2024 by Zoi Zoupanou

Ethics action research plan amendments

Based on feedback received in response to ethics and based on some further reading on reflexivity (Crooks ,Own & Stone, 2012) I have reconsidered a few points in relevance to ethics action plan. I have decided to act upon a few changes  and stick only to the Research Question about Slido’s impact, such as its influence on students’ participation, engagement, inclusive pedagogy and learning outcomes.

 To ensure a more focused and in-depth investigation, I have modified the questionnaire and adjust it to  slido’s effectiveness in students’ learning. Hence, I will not use a questionnaire to assess students’ feedback on NVivo anymore. I have attached both the slido slides  and the questionnaire that students as participants would have to complete.

Also considering the small scale project, the time constraints and reflective discussion during tutorial  I will refrain from having an observant technician (taking field notes)  in classroom. I agree with my reviewer (TS) that this  would bring another question which would be part of a bigger scale project;  that is relevant to the experiences of technician as an observant and its observations for the effectiveness of slido in classroom as a tool that benefits collaborative learning.

I acknowledge that the reliance on multiple data sources such as  another’s technician feedback in classroom,  the questionnaire and an observer’s feedback  could be all  challenging to manage within the time constraints of a small scale study. I also consider giving time to students to complete the questionnaire in classroom to enhance the effects of taking feedback in time.

Qualtrics Questionnaire for Slido Application

Section 1: Overall Slido Experience

Question 1 : Overall, how was your experience of using Slido in classroom to communicate any issues/problem facing?

Do not know

Poor

Neither good nor poor

Good

Section 2: Slido’s Impact on Classroom Interaction

Question 2: Please rate the Slido application  in classroom based on:

                                                         Fair                       Good                Excellent

Content of delivery

Pace of delivery

Learning support

Section 3: Follow-up Topics for slido

Question 3: Which aspects of Slido would you like to include as a follow-up?

                                                                       No                   Maybe              Yes

Questions and Answers

Open text

Emojis-based rating

Section 4: Overall Satisfaction with Slido

Question 4: How do you feel if using Slido in classroom for learning?

Extremely dissatisfied

Somewhat dissatisfied

Nether satisfied nor dissatisfied

Somewhat satisfied

Extremely satisfied

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Resubmitted_Ethical Action Plan

Posted on 14th October 2024 by Zoi Zoupanou


ARP 2024-5

Ethical Action Plan

Name of practitioner-researcher: Zoi Zoupanou

What is your project focus?     The goal of this inquiry is to enhance student inclusive engagement in classroom by investigating and identifying evidence-based methods to identify inclusive pedagogy and critical thinking (e.g. questions, comments, opinions, dialogue with students). This will promote dialogue, idea exchange and critical thinking, leading to recommendations for broader teaching development and inclusion of students’ voice who remain silent either due to low confidence, financial difficulties or racial inequalities.      
What are you going to read about?

Collaborative learning has been shown to increase student engagement and enhance undergraduate 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, particularly through goal-oriented group learning (O’Donnell, Hmelo-Silver & Erkens, 2005). However, many students face challenges such as travel expenses, finances, and performance anxiety, which can affect their attendance. Due to my professional background and studies in psychology, I believe that students from all racial and ethnic backgrounds would benefit from getting a safe place to democratically exchange knowledge understanding in classroom, and critically reflect on learning in the shaping of knowledge. This reflects an authentic representation of students experiences within the university and generate data for lecturers or tutors to take into consideration.   Slido can be a valuable tool for promoting inclusive pedagogy and student engagement in these situations. As a platform that allows for anonymous questions, poll-rating questions, and open text responses, Slido can provide a safe space for students to share their thoughts and experiences. This is particularly beneficial for students who may feel isolated or hesitant to participate in face-to-face discussions. By integrating collaborative learning with peer interactions, staff, and technology can foster skill and identity development (Peters & Mathias, 2018; Vespone, 2023; Mascolo, 2009). Slido can facilitate this by providing a platform for students to connect with their peers and share their perspectives on the course material. I am hoping to find if it is really useful to spot a light on how students embody the learning process and its experience, and what particular issues do they encounter as active observers of an introductory session of NVivo in classroom. Their reflexivity while using slido may help to create a more inclusive and supportive learning environment for all students (Crooks , Owen & Stone, 2012). My objective is to investigate the interplay of reflexivity and collaboration among students, researcher (myself) and a technician. In conclusion, Slido is a valuable tool for promoting inclusive pedagogy, student engagement and reflexivity. By providing a safe space for students to share their thoughts and experiences, Slido can help to ensure that all students have a voice and feel valued in the learning process especially in response to students’ needs.   Freire’s “Pedagogy of the Oppressed” (1970) advocates for a critical pedagogy that promotes dialogue, critical thinking, and active participation to challenge oppressive systems. This approach emphasizes egalitarian, collaborative learning (Freire, 1970; 1996,p.16; 1997, p.91) and aligns with Vygotsky’s constructivist theory, which emphasizes guided problem-solving and peer collaboration (Vygotsky, 1978,p. 38). Intersectionality, as discussed by Crenshaw (2017) and Haraway (1988), is essential in understanding the complex dynamics between students and teachers. By examining these dynamics, we can better support marginalized groups at UAL, where inclusive pedagogical approaches are crucial (Active Dashboard, 2023/24). Scholars such as Peters and Mathias (2018) and Maxwell (2014) promote a pedagogy that empowers positive change through questioning and shared humanity. Slido, as a tool that facilitates dialogue and collaboration, can be a valuable asset in implementing such a pedagogy. By allowing students to share their thoughts and experiences anonymously, Slido can create a safe and inclusive space for critical reflection and discussion. In conclusion, Slido can be a powerful tool for implementing a critical pedagogy that aligns with the principles of Freire, Vygotsky, and intersectionality. By fostering dialogue, collaboration, and critical thinking, Slido can empower students to challenge oppressive systems and create a more just and equitable learning environment.   Also, I will include the following reading:   Collaborative learning -including students working in groups, students teaching each other (Loes&Pascarella, 2017)- 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; Loes & Pascarella, 2017). White students with lower academic scores who participated in collaborative learning programs showed the greatest improvement in critical thinking skills compared to racial and ethnic minority counterparts (Loes & Pascarella, 2017). 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). This collaborative approach leads to a rich diversity of information and experiences that are then integrated with established academic knowledge.  According to Greenwood-Hau (2024), ‘‘engaged pedagogy’’ is not just an alternative approach to education, it actively challenges traditional power dynamics and hierarchical structures within the classroom.  Students are encouraged to contribute their own knowledge and ideas, enriching the understanding of complex issues.  Teachers, in turn, become co-learners alongside their students. The resulting community of learners fosters a more accurate and dynamic construction of scientific knowledge, as opposed to the traditional educational model that isolates critical thinking from factual information and creates a divide between students and teachers.  Consequently, engaged pedagogy and reflexivity can promote open discussion and challenge the limitations of traditional hierarchical structures within classroom.      
What action are you going to take in your teaching practice?     Thirty students will attend a one-hour introductory lecture for NVivo software. During the NVivo software walkabout introduction, students will use an anonymous Slido code to participate.  The researcher will inform students this is a research action project to explore the role of Slido application in learning. Slido will offer emoji ratings on the demonstration, allowing for quick feedback on clarity. Open-ended questions will address challenges students face with data classification, and specific functions of the software including data coding, matrix coding, relationships between project items for analysis of interviews. Confidence polls will gauge student comfort with tasks like matrix coding/ relationships/ specific features of NVivo software.   Students’ slido responses will be used as real-time feedback to inform the researcher in relation to students’  learning experience. This allows the researcher- I- to adapt and address any emerging issues or confusion in real time and plan -if possible- a follow up workshop with hands on NVivo features. By incorporating Slido, the classroom will become more inclusive as students can openly contribute without fear of judgment, fostering dialogue and collaboration. By addressing challenges will openly promote a learning environment that respects diversity of all including minority groups (ethnic/ racial) background and levels of academic performance, and challenges potential biases. This approach will ensure all students feel valued and empowered to participate in the learning process working together to raise questions and discuss replies.    I will record students’ reflexive replies on Slido questions and based on the identified themes from the students’ learning responses, the researcher will draw conclusions about the participants’ perspectives, attitudes, and learning experiences. And also connect the findings back to the original research question of how reflexivity and collaborative learning in classroom could benefit students’ learning while using slido application. I will compare the students’ group findings with other data sources – from the Qualtrics questionnaire- to validate the results.         Field notes will be taken by the researcher (myself) throughout the session. These will capture: 1. Student engagement through Slido responses and in-class interactions 2. The researcher’s own observations and reflections on student behaviour and engagement and 3. The researcher’s reactions and how they are influenced by the students and the experience of observation.    A technician will also observe the class. The researcher-I- will have to provide a consent form (see Appendix A) before the technician obtains classroom access. The technician will be instructed to take quantitative data on student engagement through Slido and interactions. Additionally, the technician will be instructed to record his own observations and reflections on the classroom environment and his own reactions as an observer.   Students who miss the presentation can access the slides on Moodle under the “Qualitative Methods Unit.”   A post-presentation, anonymous questionnaire on Qualtrics will be available. This caters to students who were unable to attend or hesitant to participate actively in class. The researcher -I- will have to create and edit the questionnaire on Qualtrics, upload information sheet (See Appendix B), consent form (anonymised) and create and edit the questions for the Qualtrics questionnaire (details recorded in section 4 below).    Slido responses and post-presentation feedback will be used collaboratively by the researcher for a follow up workshop.   Results with students responses will be shown and discussed with the peer group for the PG Certificate in Academic practice. This multifaceted approach aims to provide a clear, engaging, and inclusive experience for improving students experience in class using Slido application. Gathering valuable real feedback may enhance follow up workshops with hands on NVivo practice.  
Who will be involved and how?     The population to be sampled will be UAL second year undergraduate students (all aged 18 or older) between October and November 2024.   1.The researcher and a technician will observe student behaviour during the introductory NVivo software walkabout  and the application of Slido in classroom.   The technician will record his observations and reflections on the classroom environment. A consent form will be obtained from the technician before accessing the classroom.     2. All students will be invited to participate voluntarily using a Slido code during the introduction session.   3. An anonymous Qualtrics questionnaire will be available for those who cannot attend or feel hesitant to participate in class. Students will need to give consent before completing the questionnaire. The questionnaire will include: i) A rating question about the experience of introductory session with NVivo   (1 =don’t know, 2=poor 3=neither good nor poor 4 =good) ii) Matrix rating questions with three rating statements on how was the content of delivery, the pace and learning support. This will be rated on a three point Likert scale (1=Fair,2 = good , 3=excellent , iii)    A matrix question on any desired follow-up workshops based on learning tasks i. coding, ii. Visualization feature, iii. matrix coding and iv. relationships on a three point Likert scale Yes=3, Maybe=2, No=1), and  iv)  a multiple-choice question about feelings towards using NVivo on a five point Likert scale (1=Extremely dissatisfied, 5= extremely satisfied).     The instruction that will be displayed on introductory slides in classroom will show: ‘‘Please paste this reusable link into a website; it can’t be tracked and can’t be used to identify respondents: https://arts.eu.qualtrics.com/jfe/form/SV_cPfCesi3jHNJe2G Please get in touch with the researcher if you have questions’’. .   N.B. If any of your participants/co-researchers will be under 18, please seek advice from your tutor.  
What are the health & safety concerns, and how will you prepare for them?     I will conduct this research action in a classroom setting with the researcher-I-, students, and a technician acting as an observer. Students will be presented with a Slido code, a voluntary participation tool, to provide real-time feedback on certain features of the NVivo software presentation. Slido will allow students to rate their understanding of the NVivo walk-through with emojis, answer open-ended questions regarding challenges they face with data classification and participate in confidence polls on tasks like matrix coding.   The nature of the research, its location (classroom), and the chosen methods minimize any potential physical safety risks for participants. However, the researcher acknowledges that participation can sometimes lead to stress. Should any student experience stress during the study, they are encouraged to utilize the following resources:   UAL’s Health, Advice, and Chaplaincy service: https://www.arts.ac.uk/students/student-services/counselling-health-advice-and-chaplaincy  Mind charity support resources:  https://www.mind.org.uk/information-supportSamaritans’ helpline: 116 123Accessing counselling or therapy through the NHS for UK-based participants: http://www.nhs.uk/Conditions/stress-anxiety-depression/Pages/free-therapy-or-counselling.aspxSelf-help resources: http://www.getselfhelp.co.ukProgressive muscle relaxation exercise: https://www.youtube.com/watch?v=912eRrbes2g  
How will you protect the data of those involved?   All data collected will be used solely for the completion of my PG Certificate in Academic Practice, Arts and design. Participants will have the right to withdraw from the study at any point, without explanation or penalty. Data will be stored on UAL-managed systems and deleted once my research is assessed. While OneDrive will be installed on a personal device, only data files anonymized for analysis will be transferred and stored there.  It is important to reiterate that no personally identifiable information will be collected or stored. All data collected will be completely anonymized. Students can request their questionnaire data to be withdrawn and destroyed within 6 weeks of completing the questionnaire by contacting the researcher (email provided on the information sheet). Anonymized data will be accessible to Dr. Zoi Zoupanou, relevant PG Certificate tutors, and peers for research purposes. Both qualitative and quantitative data will be stored securely. No personally identifiable information will be linked to participant responses.   For more information about UAL’s data management practices and your privacy rights, please visit: www.arts.ac.uk/privacy-information. This research action prioritizes transparency and respects participants right to privacy. Students can participate with confidence, knowing their responses will be secure and anonymous.      
How will you work with your participants in an ethical way?   The researcher -I- will maintain the confidentiality of student data. Only use the data for research purposes for the PGCertificate in Academic practice and do not share it with unauthorized individuals. Students’ participation in the classroom is completely voluntary. Students do not have to take part if they do not wish to. Their responses will remain anonymous while recording their responses on Slido regarding NVivo features activities in classroom during real time feedback.   The researcher-I- ensure that students’ responses remain anonymous throughout the research process. This will encourage honest participation an d protect sensitive information.   Also, the technician will obtain a written consent form and an information sheet before his involvement in the research action. Clearly explain the purpose of the research action plan and his right to opt out.   Due to power dynamics between the researcher and participants, I will ensure that participants feel comfortable expressing their opinions and concerns by sending their questions anonymously via Slido in classroom.   As I am working with a diverse student population, I will be aware of cultural differences and ensure that the research is conducted in a culturally sensitive manner, allowing students to complete the questionnaire at home.  

Appendix A: Consent form

Participant Consent Form

Project Title: Students’ Engagement, responses and challenges during an introductory presentation of NVivo software

You are being invited to take part in a research project. Before you decide to take part it is important for you to understand why the research is being done and what it will involve. Please take time to read the attached information sheet carefully and discuss it with others if you wish.  Ask if anything is unclear or if you would like more information.

•         I understand that I have given my consent to take part in providing feedback on the introductory session for NVivo.

•         I fully give my consent to take part.

•         I understand that I have given approval for my opinions to be included in the research outputs. Anything I say may be used in academic papers relating to the project, although these quotations will be anonymous.

•         I have read the information sheet about the research project, which I have been asked to take part in and have been given a copy of this information to keep. 

•         What is going to happen and why it is being done has been explained to me, and I have had the opportunity to discuss the details and ask questions. 

•         Having given this consent I understand that I have the right to withdraw from the research programme at any time without disadvantage to myself and without having to give any reason.

•         I hereby fully and freely consent to participation in the study, which has been fully explained to me.

Participant’s name

(BLOCK CAPITALS):        

Participant’s signature:                

Date: 

Investigator’s name

(BLOCK CAPITALS):         ZOI ZOUPANOU

Investigator’s signature:      

   Date: 

Contact

Investigator: Dr Zoi Zoupanou,  Psyhology Specialist Technician, University of the Arts London,London College of Fashion, Room 401,105 Carpenters Road E20 2AR.

Tel: 0220 7514 7400 Email: z.zoupanou@fashion.arts.ac.uk

Appendix B: Participant Information Sheet

Research project: Students’ Engagement, responses and challenges by real feedback during an introductory presentation of NVivo software

Participant Information Sheet

About this study

This study is part of my research on the PgCert Academic Practice in Art, Design and Communication at UAL.I am researching the learning experiences of second-year BSc Psychology of Fashion students in the Qualitative Methods Unit.

 My research aims to improve student learning by evaluating their comfort with anonymous feedback and using it to identify gaps and foster collaboration. This “responsive evaluation” uses a mixed-methods approach (qualitative and quantitative) by implementing Slido application during an introductory walkabout session on NVivo software. Slido will offer active polls, emoji-based ratings on the NVivo walkabout using coding and coding stripes with interviews, open text that enables multiple answers on coding , pace and learning support, poll -rating question on students’ confidence in coding tasks, exploring and or matrix coding.

A post-presentation questionnaire will be available on Qualtrics for students to provide anonymous feedback, particularly those who were unable to attend or felt hesitant to participate in the classroom. Students would need to consent anonymously.

One of my colleagues will observe the introductory presentation, recording observations, quantifying data, and tracking students’ engagement through Slido and in-class conversations.

Slido responses will be discussed in class with the researcher, and the online questionnaire results will be analysed using SPSS.

Observation field notes will be taken by the researcher (myself) at the end of the presentation, focusing on the mode of observation and personal reflections influenced by student observations or the observer’s experience. I will also share the Slido visual evidence of students’ responses (anonymously) to the peer group in PG Certificate in Academic practice. I will reflect on students’ verbal feedback in classroom in my field notes.

What does it mean to take part?

If you take part, you are consenting to taking part in the questionnaire on Qualtrics. The questionnaire may take between 10-15 minutes. The data will be used as the basis for academic analysis.

If you choose to take part, you will be free to withdraw your participation at any point. You will not be obliged to give any reason for deciding not to take part.

Will my participation be kept confidential?

Your anonymity is very important. The information about you will be confidential to me, as the researcher. You will not be identified individually anywhere in the research.

What will happen to the results of the research project?

The information collected from your questionnaire and Slido responses will be used for academic research purposes. This includes anonymous quotations from you e.g. how confident you felt using coding and matrix coding and open questions with your replies to challenges such as classifying cases and tables ,thus contributing to an academic action plan dissertation/ and presentation. Your anonymized words may also be used to academic reports, presentations for the PG Certificate in Academic Practice, papers, and conference presentations.

Your anonymous responses may also be published online.

Thank you for your contribution and participation in this study.

Contact for further information:

Researcher’s Name, Zoi Zoupanou

Email address z.zoupanou@fashion.arts.ac.uk

Posted in ARP | Leave a comment

Ethical Action Plan

Posted on 7th October 2024 by Zoi Zoupanou


ARP 2024-5

Ethical Action Plan

Name of practitioner-researcher: Zoi Zoupanou

What is your project focus?     The goal of this inquiry is to enhance student inclusive engagement in classroom by investigating and identifying evidence-based methods to identify inclusive pedagogy and critical thinking (e.g. questions, comments, opinions, dialogue with students). This will promote dialogue, idea exchange and critical thinking, leading to recommendations for broader teaching development and inclusion of students’ voice who remain silent either due to low confidence, financial difficulties or racial inequalities.      
What are you going to read about?

Collaborative learning has been shown to increase student engagement and enhance undergraduate 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, particularly through goal-oriented group learning (O’Donnell, Hmelo-Silver & Erkens, 2005). However, many students face challenges such as travel expenses, finances, and performance anxiety, which can affect their attendance. Due to my professional background and studies in psychology, I believe that students from all racial and ethnic backgrounds would benefit from getting a safe place to democratically exchange knowledge understanding in classroom, and critically reflect on learning in the shaping of knowledge. This reflects an authentic representation of students experiences within the university and generate data for lecturers or tutors to take into consideration.   Slido can be a valuable tool for promoting inclusive pedagogy and student engagement in these situations. As a platform that allows for anonymous questions, poll-rating questions, and open text responses, Slido can provide a safe space for students to share their thoughts and experiences. This is particularly beneficial for students who may feel isolated or hesitant to participate in face-to-face discussions. By integrating collaborative learning with peer interactions, staff, and technology can foster skill and identity development (Peters & Mathias, 2018; Vespone, 2023; Mascolo, 2009). Slido can facilitate this by providing a platform for students to connect with their peers and share their perspectives on the course material. I am hoping to find if it is really useful to spot a light on how students embody the learning process and its experience, and what particular issues do they encounter as active observers of an introductory session of NVivo in classroom. Their reflexivity while using slido may help to create a more inclusive and supportive learning environment for all students (Crooks , Owen & Stone, 2012). My objective is to investigate the interplay of reflexivity and collaboration among students, researcher (myself) and a technician. In conclusion, Slido is a valuable tool for promoting inclusive pedagogy, student engagement and reflexivity. By providing a safe space for students to share their thoughts and experiences, Slido can help to ensure that all students have a voice and feel valued in the learning process especially in response to students’ needs.   Freire’s “Pedagogy of the Oppressed” (1970) advocates for a critical pedagogy that promotes dialogue, critical thinking, and active participation to challenge oppressive systems. This approach emphasizes egalitarian, collaborative learning (Freire, 1970; 1996,p.16; 1997, p.91) and aligns with Vygotsky’s constructivist theory, which emphasizes guided problem-solving and peer collaboration (Vygotsky, 1978,p. 38). Intersectionality, as discussed by Crenshaw (2017) and Haraway (1988), is essential in understanding the complex dynamics between students and teachers. By examining these dynamics, we can better support marginalized groups at UAL, where inclusive pedagogical approaches are crucial (Active Dashboard, 2023/24). Scholars such as Peters and Mathias (2018) and Maxwell (2014) promote a pedagogy that empowers positive change through questioning and shared humanity. Slido, as a tool that facilitates dialogue and collaboration, can be a valuable asset in implementing such a pedagogy. By allowing students to share their thoughts and experiences anonymously, Slido can create a safe and inclusive space for critical reflection and discussion. In conclusion, Slido can be a powerful tool for implementing a critical pedagogy that aligns with the principles of Freire, Vygotsky, and intersectionality. By fostering dialogue, collaboration, and critical thinking, Slido can empower students to challenge oppressive systems and create a more just and equitable learning environment.   Also, I will include the following reading:   Collaborative learning -including students working in groups, students teaching each other (Loes&Pascarella, 2017)- 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; Loes & Pascarella, 2017). White students with lower academic scores who participated in collaborative learning programs showed the greatest improvement in critical thinking skills compared to racial and ethnic minority counterparts (Loes & Pascarella, 2017). 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). This collaborative approach leads to a rich diversity of information and experiences that are then integrated with established academic knowledge.  According to Greenwood-Hau (2024), ‘‘engaged pedagogy’’ is not just an alternative approach to education, it actively challenges traditional power dynamics and hierarchical structures within the classroom.  Students are encouraged to contribute their own knowledge and ideas, enriching the understanding of complex issues.  Teachers, in turn, become co-learners alongside their students. The resulting community of learners fosters a more accurate and dynamic construction of scientific knowledge, as opposed to the traditional educational model that isolates critical thinking from factual information and creates a divide between students and teachers.  Consequently, engaged pedagogy and reflexivity can promote open discussion and challenge the limitations of traditional hierarchical structures within classroom.      
What action are you going to take in your teaching practice?     Thirty students will attend a one-hour introductory lecture for NVivo software. During the NVivo software presentation, students will use an anonymous Slido code to participate. Slido will offer emoji ratings on the demonstration, allowing for quick feedback on clarity. Open-ended questions will address challenges students face with data classification. Confidence polls will gauge student comfort with tasks like matrix coding.   Students’ slido responses will be used as real-time feedback to inform the researcher. This allows the researcher- I- to adapt and address any emerging issues or confusion in real time and plan -if possible- a follow up workshop with hands on NVivo. By incorporating Slido, the classroom will become more inclusive as students can openly contribute without fear of judgment, fostering dialogue and collaboration. By addressing challenges will openly promote a learning environment that respects diversity of all including minority groups (ethnic/ racial) background and levels of academic performance, and challenges potential biases. This approach will ensure all students feel valued and empowered to participate in the learning process working together to raise questions and discuss replies.    I will record students’ reflexive replies on Slido questions and based on the identified themes from the students’ responses, the researcher will draw conclusions about the participants’ perspectives, attitudes, and experiences. And also connect the findings back to the original research question of how reflexivity and collaborative learning in classroom could benefit students’ learning. I will compare the students group findings with other data sources – from the Qualtrics questionnaire- to validate the results.   I will also consider presenting the findings back to one of my peers- a lecturer who is leading the qualitative unit- to ensure accuracy and obtain her beliefs/ feedback on building further workshops on NVivo.  Hence  I would  need to provide a consent form that the lecturer will complete before the interview takes place, and the questions posed  would be:   Can she elaborate on why she thinks NVivo analysis of interviews is important?   Can she imagine any students’ responses she may had that were negative to NVivo use?   Does she think that NVivo as a tool would change students’ relationship to any project?   What is the lasting impact of using NVivo software as opposed pen and pencil recorded replies to interviews?       Field notes will be taken by the researcher (myself) throughout the session. These will capture: 1. Student engagement through Slido responses and in-class interactions 2. The researcher’s own observations and reflections on student behaviour and engagement and 3. The researcher’s reactions and how they are influenced by the students and the experience of observation.    A technician will also observe the class. The researcher-I- will have to provide a consent form (see Appendix A) before the technician obtains classroom access. The technician will be instructed to take quantitative data on student engagement through Slido and interactions. Additionally, the technician will be instructed to record his own observations and reflections on the classroom environment and his own reactions as an observer.   Students who miss the presentation can access the slides on Moodle under the “Qualitative Methods Unit.”   A post-presentation, anonymous questionnaire on Qualtrics will be available. This caters to students who were unable to attend or hesitant to participate actively in class. The researcher -I- will have to create and edit the questionnaire on Qualtrics, upload information sheet (See Appendix B), consent form (anonymised) and create and edit the questions for the Qualtrics questionnaire (details recorded in section 4 below).    Slido responses and post-presentation feedback will be used collaboratively by the researcher and lecturer to further refine the dialectical teaching approach and ensure inclusive student engagement through ongoing classroom dialogue. This multifaceted approach aims to provide a clear, engaging, and inclusive learning experience for students while gathering valuable feedback for enhancing follow up workshops with hands on NVivo practice. Results will be shown to the peer group for the PG Certificate in Academic practice.      
Who will be involved and how?     The population to be sampled will be UAL second year undergraduate students (all aged 18 or older) between October and November 2024.   1.The researcher and a technician will observe student behaviour during the NVivo software introduction session and the application of Slido in classroom.   The technician will record his observations and reflections on the classroom environment. A consent form will be obtained from the technician before accessing the classroom.   A lecturer will be involved as she will complete a consent form and take place to an interview as set after I present my introduction to NVivo to students.   2. All students will be invited to participate voluntarily using a Slido code during the introduction session.   3. An anonymous Qualtrics questionnaire will be available for those who cannot attend or feel hesitant to participate in class. Students will need to give consent before completing the questionnaire. The questionnaire will include: i) A rating  question about  the introductory session with NVivo ii) Matrix rating questions with three statements on content of delivery, pace and learning support) and rated on a three point Likert scale (1=Fair,2= Good, 3=Excellent), iii)    A matrix question on desired follow-up learning tasks on a 3 -point Likert scale (Yes, Maybe, No), and iv)  a multiple choice  question about feelings towards using NVivo on a 5 point Likert scale (1=Extremely dissatisfied, 5= extremely satisfied).     The instruction that will be displayed on introductory slides in classroom will show: ‘‘Please paste this reusable link into a website; it can’t be tracked, and can’t be used to identify respondents https://arts.eu.qualtrics.com/jfe/form/SV_cPfCesi3jHNJe2G Please get in touch with the researcher if you have questions’’. .   N.B. If any of your participants/co-researchers will be under 18, please seek advice from your tutor.  
What are the health & safety concerns, and how will you prepare for them?     I will conduct this research action in a classroom setting with the researcher-I-, students, and a technician acting as an observer. Students will be presented with a Slido code, a voluntary participation tool, to provide real-time feedback during the NVivo software presentation. Slido will allow students to rate their understanding of the NVivo walk-through with emojis, answer open-ended questions regarding challenges they face with data classification and participate in confidence polls on tasks like matrix coding.   The nature of the research, its location (classroom), and the chosen methods minimize any potential physical safety risks for participants. However, the researcher acknowledges that participation can sometimes lead to stress. Should any student experience stress during the study, they are encouraged to utilize the following resources:   UAL’s Health, Advice, and Chaplaincy service: https://www.arts.ac.uk/students/student-services/counselling-health-advice-and-chaplaincy  Mind charity support resources:  https://www.mind.org.uk/information-supportSamaritans’ helpline: 116 123Accessing counselling or therapy through the NHS for UK-based participants: http://www.nhs.uk/Conditions/stress-anxiety-depression/Pages/free-therapy-or-counselling.aspxSelf-help resources: http://www.getselfhelp.co.ukProgressive muscle relaxation exercise: https://www.youtube.com/watch?v=912eRrbes2g      
How will you protect the data of those involved?   All data collected will be used solely for the completion of my PG Certificate in Academic Practice, Arts and design. Participants will have the right to withdraw from the study at any point, without explanation or penalty. Data will be stored on UAL-managed systems and deleted once my research is assessed. While OneDrive will be installed on a personal device, only data files anonymized for analysis will be transferred and stored there.  It is important to reiterate that no personally identifiable information will be collected or stored. All data collected will be completely anonymized. Students can request their questionnaire data to be withdrawn and destroyed within 6 weeks of completing the questionnaire by contacting the researcher (email provided on the information sheet). Anonymized data will be accessible to Dr. Zoi Zoupanou, relevant PG Certificate tutors, and peers for research purposes. Both qualitative and quantitative data will be stored securely. No personally identifiable information will be linked to participant responses.   For more information about UAL’s data management practices and your privacy rights, please visit: www.arts.ac.uk/privacy-information. This research action prioritizes transparency and respects participants right to privacy. Students can participate with confidence, knowing their responses will be secure and anonymous.      
How will you work with your participants in an ethical way?   The researcher -I- will maintain the confidentiality of student data. Only use the data for research purposes for the PGCertificate in academic practice and do not share it with unauthorized individuals. Students’ participation in the classroom is completely voluntary. Students do not have to take part if they do not wish to. Their responses will remain anonymous while recording their questions on Slido in classroom during real time feedback. The researcher-I- ensure that student responses remain anonymous throughout the research process. This will encourage honest participation and protect sensitive information.   Also, the technician will obtain a written consent form and an information sheet before their involvement in the research action. Clearly explain the purpose of the research and his right to to opt out.   Due to power dynamics between the researcher and participants ,I will ensure that participants feel comfortable expressing their opinions and concerns by sending their questions anonymously via slido in classroom.   As I am working with a diverse student population, I will be aware of cultural differences and ensure that the research is conducted in a culturally sensitive manner, allowing students to complete the questionnaire at home.  

Appendix A: Consent form

Participant Consent Form

Project Title: Students’ Engagement, responses and challenges during an introductory presentation of NVivo software

You are being invited to take part in a research project. Before you decide to take part it is important for you to understand why the research is being done and what it will involve. Please take time to read the attached information sheet carefully and discuss it with others if you wish.  Ask if anything is unclear or if you would like more information.

•         I understand that I have given my consent to take part in providing feedback on the introductory session for NVivo.

•         I fully give my consent to take part.

•         I understand that I have given approval for my opinions to be included in the research outputs. Anything I say may be used in academic papers relating to the project, although these quotations will be anonymous.

•         I have read the information sheet about the research project, which I have been asked to take part in and have been given a copy of this information to keep. 

•         What is going to happen and why it is being done has been explained to me, and I have had the opportunity to discuss the details and ask questions. 

•         Having given this consent I understand that I have the right to withdraw from the research programme at any time without disadvantage to myself and without having to give any reason.

•         I hereby fully and freely consent to participation in the study, which has been fully explained to me.

Participant’s name

(BLOCK CAPITALS):        

Participant’s signature:                

Date: 

Investigator’s name

(BLOCK CAPITALS):         ZOI ZOUPANOU

Investigator’s signature: A black text with blue dots Description automatically generated                   

Date: 

Contact

Investigator: Dr Zoi Zoupanou,  Psyhology Specialist Technician, University of the Arts London,London College of Fashion, Room 401,105 Carpenters Road E20 2AR.

Tel: 0220 7514 7400 Email: z.zoupanou@fashion.arts.ac.uk

Appendix B: Participant Information Sheet

Research project: Students’ Engagement, responses and challenges during an introductory presentation of NVivo software

Participant Information Sheet

About this study

This study is part of my research on the PgCert Academic Practice in Art, Design and Communication at UAL.I am researching the learning experiences of second-year BSc Psychology of Fashion students in the Qualitative Methods Unit.

 My research aims to improve student learning by evaluating their comfort with anonymous feedback and using it to identify gaps and foster collaboration. This “responsive evaluation” uses a mixed-methods approach (qualitative and quantitative) by implementing Slido application during an introductory session on NVivo software. Slido will offer active polls, emoji-based ratings on the NVivo walkabout using coding and coding stripes with interviews, open text that enables multiple answers, poll -rating question on students’ confidence in coding tasks.

A post-presentation questionnaire will be available on Qualtrics for students to provide anonymous feedback, particularly those who were unable to attend or felt hesitant to participate in the classroom. Students would need to consent anonymously.

One of my colleagues will observe the introductory presentation, recording observations, quantifying data, and tracking student engagement through Slido and in-class conversations.

Slido responses will be discussed in class with the researcher, and the online questionnaire results will be analysed using SPSS.

Observation field notes will be taken by the researcher (myself) at the end of the presentation, focusing on the mode of observation and personal reflections influenced by student observations or the observer’s experience. I will also record observations of student engagement in the classroom, including Slido responses (anonymously) and verbal feedback directly in the classroom.

What does it mean to take part?

If you take part, you are consenting to taking part in the questionnaire on Qualtrics. The questionnaire may take between 10-15 minutes. The data will be used as the basis for academic analysis.

If you choose to take part, you will be free to withdraw your participation at any point. You will not be obliged to give any reason for deciding not to take part.

Will my participation be kept confidential?

Your anonymity is very important. The information about you will be confidential to me, as the researcher. You will not be identified individually anywhere in the research.

What will happen to the results of the research project?

The information collected from your questionnaire and Slido responses will be used for academic research purposes. This includes anonymous quotations from you e.g. how confident you felt using coding and matrix coding and open questions with your replies to challenges such as classifying cases and tables ,thus contributing to an academic action plan dissertation/ and presentation. Your anonymized words may also be used to academic reports, presentations for the PG Certificate in Academic Practice, papers, and conference presentations.

Your anonymous responses may also be published online.

Thank you for your contribution and participation in this study.

Contact for further information:

Researcher’s Name, Zoi Zoupanou

Email address z.zoupanou@fashion.arts.ac.uk

Ethical-Action-Plan-2024_-zzoupanouDownload
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Intervention and Reflective Report

Posted on 15th July 2024 by Zoi Zoupanou

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.

viviene westwood collection, Chritie's

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.

Slido Interface

Image 2. Slido Interface.

Word Cloud

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.

Word count:1540

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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.

Slido Interface ,Powerpoint

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.

Slido QR code

Image 2. Slido QR code

Some Tips for submitting questions:

  1. You submit your questions anonymously into Slido.com.
  2. You can access Slido before, and after the open access class to review what others have posted.
  3. I will address the Q&A (image 3) in open access class to recognise reasons and challenges encountered.
  4. 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.
Audience Q&A

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. 

  •  How to Create Your First Slido Event | Slido Academy. Available at: https://www.youtube.com/watch?v=aDqWA7E-uYE

Appendix 4. Slido questions integrated in PowerPoint.

Slido Interface

Image 1.  Slido Interface.

Slido QR code

Image 2. Slido QR code to join

Word Cloud

Image 3: Word cloud

Rating Question ,emoji choice

Image 4: Rating Question Interface with emoji choice.

Active Poll , replies

Image 5. Active Poll with replies from a participant.

Open Text

Image 6. Open text

Open Text before

Image 7. Open text before clicking on Present button.

Active Poll with replies

Image 8. Active Poll question with participants replies.

Poll Question

Image 9. Poll question about how students feel at the beginning of the group with data analysis

Poll-rating question , end of group

Image 10. Poll-Rating question about how students feel at the end of the group with data analysis

Audience Q&A

Image 11. Slido Q& A interaction within power point slides

Open Text ,end of presentation

Image 12. Open text with questions at the end of presentation.

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Response to Faust Peneyra Blog 3:Racism

Posted on 25th June 2024 by Zoi Zoupanou

The   author is committed to promoting equality and inclusion in their teaching practice and personal life. He  has emphasized the importance of addressing and confronting racism through practical actions and ongoing self-education. He recounts a specific instance where he  advocated for fair treatment of all international students, not just one group, to ensure a truly inclusive environment. He acknowledges that understanding racism is a lifelong journey and highlights the role of open discussions in spreading awareness and fostering a more inclusive, diverse, and progressive society.  He also gives a personal account of confronting racism ,highlighting the importance of not just being aware but also taking action and being an ally in everyday situations. This highlights Piaget and  Vygotsky’s ( 1978) constructive approach to knowledge , which is driven  by the interaction with others and personal actions within the society. And this can be shaped by elements such as  marriage, heterosexuality, asian-european race. Members also bowed their head  when they  reflected that understanding is about the nonverbal and right brain. To understand and be understood develops a co-regulating inter person system, which highlights mutual understanding in relationships and effective communication. When students make an effort to understand each other’s  feelings, and experiences, they create a basis for meaningful  communication. This involves active listening, asking questions, and showing genuine interest in the other person’s viewpoint.

References

Vygotsky, L.S. (1978). Interaction between learning and development. In Gavin, M., Cole,M. (eds.) Readings on the development of children, Scientific American Books, pp 34-40.

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My response to Danielle’s Radojcin Blog 3: Racism

Posted on 24th June 2024 by Zoi Zoupanou

Danielle’s position  communicates that  educators and policymakers must strive to raise awareness of racism without resorting to inflammatory, exploitative, or tokenistic methods. Emotional appeals, such as those used in the Channel 4 documentary, can be seen as manipulative and may not foster constructive dialogue. Instead, it is crucial to engage in balanced discussions that focus on factual evidence and the lived experiences of those affected by systemic racism. However, this is not  always without risks. If marginalised groups share their discriminatory experiences then it would be better to receive advice from an expert.

Memories can come with  emotional content and where this occurs is important to be followed by acceptance. That means that there is a sense that the group becomes a place where marginalised groups can feel accepted.

It is suggested that academics and educators  can foster a more informed and evidence based  equitable discourse, paving the way for real progress in eradicating racism from educational systems. This balanced and informed approach  could be the by-product of interactive communication between staff-students- society. Certainly universality of individuals who can share same experiences is essential but is there anything that could go wrong with accommodating diversity?

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Blog 3 Race

Posted on 17th June 2024 by Zoi Zoupanou

Racism in education causes significant disparities, as shown in Sadiq’s DEI video (Sadiq, 2023). In Greece, uniform teaching methods often fail marginalized groups like the Roma(gipsy), hindering their integration. Similar issues exist in other European countries and the USA, despite $8 million spent on workplace diversity training. Based on my experience as a specialist technician in a psychology lab, fostering an inclusive environment through collaborative projects allows all students to contribute, regardless of race or socioeconomic background. Sadiq emphasizes that educators must adapt teaching methods to diverse needs, promote DEI, and combat bias and stereotypes for a more equitable education system (Sadiq, 2023).

Extensive literature review highlights viewpoints about racism. Critical Race Theory (CRT) examines how race and racism intersect with politics, culture, and law, arguing that racism is embedded in legal systems and policies (Bradbury, 2019; Ladson-Billings, 2004; Delgado & Stefancic, 2000). At UAL, white students comprise 65.3%, mixed race 11.3%, Asian 10.3%, Black 7.4%, and other ethnicities 2.7% (Active Dashboards, 2023/24). Bradbury (2019) highlights that CRT policies should address bilingual students’ needs to prevent marginalization. The UK Baseline Assessment policy also sets low expectations for English as an Additional Language (EAL) learners thus reinforcing systemic inequalities and maintaining white dominance in education by prioritizing statistical accuracy over equitable outcomes (Bradbury, 2019). Garrett (2024) discusses how racial diversity in academia benefits PhD students by providing mentorship and reducing hypervisibility among racialized academics (Arday, 2021; Lander & Santoro, 2017). However, Garrett’s study finds that racialized academics face differential treatment and tokenization, deterring some from pursuing academic careers. Participants also valued mentors from similar racial and socioeconomic backgrounds for their support, emphasizing “ethnic solidarity”. To promote inclusivity, Garrett suggests that institutions need to address cultural and structural issues, as highlighted in the study using Critical Race Theory (CRT) and intersectionality. This underscores the importance of fostering environments that value diversity and support the professional growth of racialized minority academics.

The evidence of racism in education, highlighted by Professor James Orr’s 2022 video. Students learn mutual respect through implicit bias interviews, though some view the necessary training as wasteful(Orr, 2022). Advance HE’s Athena Swan and Race Equality Charters require universities to implement changes, potentially leading to syllabus and speech restrictions. Despite efforts, minority groups often feel excluded, and there is increasing intolerance towards controversial topics. Inspired by these insights, I plan to empower student voices in open class. I can encourage participation in diversity initiatives, and foster students’ critical analysis of societal structures through case studies and current events. I could suggest it during meetings with course leaders and receive feedback. The Channel 4 video also shows the consequences of racism, highlighting societal favoritism towards white students. Colour students experienced unfairness based on race-related questions (Channel 4, 2024) and reported unfairness behind the vision they had for an equal society. Inspired, I plan to empower student voices, promote diversity initiatives, and engage them in critical analysis of societal structures. Using platforms like Slido on powerpoint slides, I plan to foster inclusive discussions among students on racism (Figure 1).

figure-1Download

References

Bradbury, A., 2020. A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England. Race Ethnicity and Education, 23(2), pp.241-260. Read pages 241-247. Available to download from Moodle via the Readings & Resources folder.

Garrett, R. (2024). Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education. Globalisation, Societies and Education, pp.1–15. Read pages 2-5 & 7-11. Available to download from Moodle via the Readings & Resources folder.

Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online}.Youtube.13June.Availableat:https://www.youtube.com/watch?v=HR4wz1b54hw

Slido (2024).The easiest way to make your meetings interactive. Software.Available at :https://www.slido.com (Accessed 16th of June 2024).

Orr, J. (2022) Revealed: The charity turning UK universities woke. The Telegraph [Online].Youtube.5August.Availableat:https://www.youtube.com/watch?v=FRM6vOPTjuU

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My response to Danielle’s Radojcin Blog 2:Faith

Posted on 28th May 2024 by Zoi Zoupanou

The racialization of faith brings about significant epistemic injustice, where prejudices undermine individuals’ credibility and silence voices (Rekis, 2023).

 Danielle’s positionality on faith, drawing from Crenshaw’s theory, emphasizes the intersectionality of religious beliefs with various identities such as gender, race, and culture, leading to harmful stereotypes. Danielle Radojcin’s illustrates this by discussing how religious beliefs affect Muslim women’s participation in sports and their rationalization of religious dress, as highlighted by Jawad (2022). Danielle argues that understanding faith reveals the needs of marginalized groups.

Danielle Radojcin’s perspective emphasizes the importance of institutions like UAL in fostering environments where students can openly discuss their beliefs. For example, a Muslim student at UAL expressed the deep significance of a dress to her mother, illustrating how religious attire signifies divine commitment. However, such racialization of religious dress can distort the testimony that the religious dress can make Muslim  women hyper visible and their experiences are prone  to prejudicial assumptions.

References

Rekis, J.(2023). Religious identity and epistemic injustice:An intersectional Account. Hypatia, 38, pp. 779-800. Cambridge University Press. doi: 10.1017/hyp.2023.86.

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300w Intervention plan and bibliography

Posted on 27th May 2024 by Zoi Zoupanou

Intersectionality, challenging stereotypes, and embracing diverse identities (Crenshaw, 2017; Haraway, 1988) are crucial for reshaping student-teacher dynamics, offering focused support for marginalized groups, and fostering inclusive environments (Coventry City of Culture, 2021). Despite societal constraints from power dynamics and intersectionality (Foucault, 1972; 1973), particularly affecting Black individuals (Burke & McManusb, 2011), educational settings can perpetuate stereotypes, worsening challenges for marginalized students.

Inspired by Freire’s principles from 1970, I propose “Living in the Moment” to strengthen statistical foundations for evaluating competing projects, emphasizing statistics’ importance in open-access classrooms. This approach integrates mindfulness (Andre, 2014) and “Sharing Together” for students needing quantitative project support, whether attending open-access classes or not. Students will reflect on Myblog and engage inclusively via Slido during and after open access sessions.

Challenges include potential difficulties in using Myblog. To address this, I will provide detailed guides, technical support, and a FAQ section. During the MSc and BSc course reapproval in summer, I plan to conduct an introductory workshop with lecturers and the course leader to familiarize students with the platform. To improve the quality of reflections and statistical test preparations, I will provide examples of high-quality reflections from past students’ troubleshooting sessions and offer guidelines on Myblog.

Facilitating student interaction in open access is vital for collaboration. Drawing from Freire’s principles of dialogue and praxis, I will encourage open discourse, hands-on data management, group blogging, and peer presentations. This fosters statistical application, interactive communication, and skill enhancement. I will address privacy settings to alleviate sharing concerns and discuss cultural diversity to emphasize diverse perspectives’ importance (Haraway, 1988).By fostering cultural diversity in open access class and promoting a sense of belonging, this intervention aims to ensure no student is left behind, ultimately creating a cohesive and supportive learning environment where diversity and inclusion are fundamental.

References

Active Dashboards (2023/2024). Enrolments and Profiles: Student Profile by Characteristic  [Online] Available at: https://dashboards.arts.ac.uk/dashboard/ Active Dashboards/ DashboardPage.aspx? (Accessed:23 May 2024).

Andre, C. (2014). Mindfulness. 25 ways to live in the moment through arts. Ebury publishing: Rider Books.

Bhagat, D. and O’Neill, P. (2011). Inclusive practices, inclusive pedagogies: learning from widening participation research in art and design higher education. Croydon: CHEAD.

Brown, A. D. (2022) Identities in and around organizations: Towards an identity work perspective. Human Relations 75 (7), pp.1205-1237.

Burke, P. J. and McManus, J. (2011). Art for a few: Exclusions and misrecognitions in higher

education admissions practices. Discourse: Studies in the Cultural Politics of Education, 32(5),

pp.699-712. Available at:https://doi.org/10.1080/01596306.2011.620753.

Callinicos,A. (1989). Against postmodernism: A Marxist critique. Cambridge:Polity.

Cowden, S. and Singh, G. (2013) Acts of knowing: Critical pedagogy in, against and beyond the

university. London: Bloomsbury Publishing. [e-book in library]

Crenshaw, K. (1990).Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color, Stanford Law Review 43 (6), pp.1241-1299.

 Crenshaw, K. (2017). What is Intersectionality?National Association of Independent Schools. [Online] Available at: https://www.youtube.com/watch?v=ViDtnfQ9FHc (Accessed: 26 May 2024).

Chiang, S. (2016) Inclusive Pedagogy: Research & Practice Contributing to Policy. University of Edinburgh. [Online]. Available at: https://www.ed.ac.uk/files/atoms/files/electionbriefing7-inclusivepedagogy-15-05-16.pdf

Coventry City of Culture & RSC (2021). What does it mean to be a young person of faith today? [Online]. Available at: https://www.youtube.com/watch?v=lDYy0U7WtkM (2:19 min).

Cowden, S. and Singh, G. (2013) Acts of knowing: Critical pedagogy in, against and beyond the

university. London: Bloomsbury Publishing. [e-book in library].

Department for Education and Skills (2003). The future of higher education. London: The Stationery Office.

England, K. (1994). Getting personal: reflexivity, positionality, and feminist research’. The Professional Geographer, 46(1), pp.80-89. Available at: https://atrium.lib.uoguelph.ca/xmlui/bitstream/handle/10214/1811/18England.pdf?sequence=1&isAllowed=y (Accessed: 11 November 2022).

Fletcher, T. (2010).Being inside and outside the field: An exploration of identity, positionality, and reflexivity in inter-racial research. Available at: https://www.academia.edu/243923/_Being_Inside_and_Outside_the_Field_An_Exploration_of_Identity_Positionality_and_Reflexivity_in_Inter_racial_Research (Accessed: 11 November 2022).

Foucault, M. (1972). The archeology of knowledge. London: Tavistock.

Foucault, M. (1973). The order of things: An archeology of the human sciences. New York: Vintage Books.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Bloomsbury Academic. (eBook in library).

Gabriel, D. and Tate, S. (eds.) (2017) Inside the ivory tower: Narratives of women of colour surviving and thriving in British academia. London: UCL IOE Press. [e-book in library].

Giroux, H. (2014) Introduction. Neoliberalism’s War on Higher Education. pp. 1-26. Haymarket Books. Available at: https://truthout.org/articles/neoliberalisms-war-on-democracy/

Hall, S.(1992). New Ethnicities in J.Donald  and A.Rattansi (eds) Race , Culture and Difference. London: Sage.

Haraway. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14 (3) (Autumn, 1988), pp. 575-599. Feminist Studies, Inc. Available at: http://www.jstor.org/stable/3178066.

Hatton, K. (ed.) (2015). Towards an inclusive arts education. London: Trentham. [eBook in library].

Hill, V. & Singh, G. (2018) Critical Pedagogy #4 ‘What does it look like in practice?’ [Online] Available at: https://www.youtube.com/watch?v=K6ghTlyBDNk [Accessed: 19 March 2024].

Jesper, A. (2019). UAL: Diversity, Equality and Inclusion: people Management Essentials, pp. 1-3. Available at: https://canvas.arts.ac.uk/documents/sppreview/15887d03-b942-4cdc-83ad-d7cd15d1f38c (Accessed: 23 May 2024).

Mc Clure, R. (2024). Contextual Admissions at UAL. Available at :https://canvas.arts.ac.uk /News/96706/contextual-admissions-at-ual-1(Accessed :23 May 2024).

Mirza, H.S.(1997). Mapping a genealogy of Blac British feminism Black British Feminism in Mirza, H.S (eds), Black British Feminism, pp. 1-21. Routledge: London and New York.

Smyth, J. (2011). Critical pedagogy for social justice. New York: Continuum. [e-book in library]

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