Between the years 2013 and 2018, my subject portfolio has changed, depending on the needs of the department. I currently lecture Pattern Technology 1 and Kaledo 1 which are modules within the National Diploma in Fashion qualification. I began supervising BTech students undertaking research reports in 2015 (3) and Masters students (2) undertaking research dissertations in 2017 (see details here).

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Pattern Technology 1 (Module – Applied Clothing Technology 113) is my primary module and it is a major first-year level subject. I teach between 55 and 65 students each year, divided into two or three class groups. Pattern Technology is taught as a practical subject in a specialised lab with specialised pattern-making tables, a Smartboard and Document Camera. I see students for four periods a week, where each lesson involves lectures, demonstrations, facilitated classwork, face-to-face contact and/or one-on-one consultation time.  It uses continuous assessment, incorporating summative and formative assessments, written and practical tests, integrated projects (linking to other modules in the course) and ‘controls’ (essentially practical exercises conducted under exam conditions). The aim of this subject is to teach students basic pattern drafting skills for women’s woven garments. On completion of this module, students should be able to construct and adapt a variety of basic blocks into different garment styles and apply their practical knowledge in the interpretation of various garment designs into sewing patterns.

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Kaledo 1 (Module - Design Studies 213: Creative Design (Kaledo)) is a minor subject, attached to the major Creative Design. This is a specialised fashion design software used in the fashion industry. This is a second-year level subject, with 40 – 50 students per year divided into two class groups. Lessons are conducted in a specialised computer lab for two periods a week. Continuous assessment throughout the year includes summative and formative assessments, written and practical tests, integrated projects and controls. On completion of this module, students should have the ability to use the Kaledo software to execute professional and accurate technical drawings of garments, render fashion illustrations with appropriate fabrication, design and render fabric prints and create professional and informative story and mood boards.

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Both subjects are taught through a blended approach, making use of Blackboard (the official institution Learning Management System) to support students’ practical learning. E-learning tools such as discussion forums, online tests and tracking of student marks are incorporated. Slideshows of lectures, notes, briefs and supporting videos are linked through the LMS. I have worked closely with the Multimedia department in order to produce video demonstrations for my students as a learning aid. These videos have been shared via Blackboard and shown to students in class using the Smartboard. I have also made use of the document camera to create Lecture Capture videos and used screen capturing software to create videos of myself talking through a lecture slideshow. These videos are put online (via Blackboard) for student’s recall and learning purposes.

[Please see the Example 1 - Sleeves for details and evidence of how this is used within the context of a project.]

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I am an evangelistic e-learning practitioner, encouraging my colleagues to jump on board the digital bandwagon. I do this by helping with problems and queries associated with Blackboard, Smartboard and Document Camera usage, as well as modelling the use of these technologies in my own classes. I have worked closely with the CELT department to get all teaching staff equipped with their own Blackboard classrooms and I am the Fashion Departmental e-learning representative. I have given presentations and demonstrations of my virtual classrooms at Blackboard/e-learning seminars, as well as conducting workshops on e-learning for staff across the Faculty of Arts and Design.

Since 2015, I have acted as the tutor liaison, organising funded tutorial sessions for our at-risk students. This involves timetabling, coordinating with the tutors and finding out from students and lecturers what is needed. I have also been our departmental liaison with the FYSE (First Year Student Experience) programme, where a dedicated tutor conducts a series of “extended orientation” style seminars aimed at addressing student challenges such as time management, handling stress, working with diverse types of people among other topics.