Monthly Archives: March 2024

Record of Observation or Review of Teaching Practice           Session/artefact to be observed/reviewed: MSc Applied Psychology in Fashion’s Research Methods 1 unit Size of student group:         Observer: John O’Reilly Observee: Young-Jin Hur   Note: This record is solely for exchanging … Continue reading →

Record of Observation or Review of Teaching Practice           Session/artefact to be observed/reviewed: MSc Applied Psychology in Fashion’s Research Methods 1 unit Size of student group:         Observer: Mason Silveira Observee: Young-Jin Hur   Note: This record is solely for exchanging … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed:   Course: MSc Applied Psychology in Fashion    Unit: Consumer Psychology  Size of student group: Approximately 35   Observer: Young-Jin Hur  Observee: Mason Silveira  Note: This record is solely for … Continue reading →

Contextual Background:  Traditional academic practices have focused solely on the academic merits of dissertation research. However, in many ways, the dissemination of research is as important as the work itself – visibility is a crucial factor in having societal impact. … Continue reading →

Contextual Background:  Three assessments within the MSc Applied Psychology in Fashion course are based on teamwork. Reflecting professional academic practices (e.g., academic conferences), one assessment concerns a group presentation of a scientific poster and two assessments concern group presentations on … Continue reading →

Contextual Background: Two key academic skills that are core to the completion of the MSc Applied Psychology in Fashion course are English skills (given the writing- and reading-intense assessments) and numeric skills (statistics being a core taught and assessed component). The … Continue reading →

Feedback is inevitable in any assessed course and is crucial to get it right; misguided feedback practices may be detrimental to learning in both past assessments and upcoming assessments. Nicol and Macfarlane-Dick (2006), in their work, “Formative assessment and self‐regulated … Continue reading →

Harris (2022), in the article, “Embracing the silence: introverted learning and the online classroom” challenges traditional methods of teaching, by focusing on the reflective aspects of teaching and the more introverted learners in class. She presents three provocations: “Might the … Continue reading →

This week, I had an opportunity to observe a microteaching session. The person I observed was to deliver a 20-minute session on a topic of their interest. Luckily, I had reasons to be excited. I have always had an interest … Continue reading →

In December, prior to the winter break, I attended the induction session for the PGCert in Academic Practice. Exploring the TPP unit brief, alongside being introduced to the unit in person through the course leader Lindsay, I learnt the aims … Continue reading →