More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given.

Guided by my knowledge of adult and workplace learning theory, and Kemmis’ Theory of Practice Architectures (2019), I’ve expanded my leadership skills to be able to improve the teaching and learning abilities of others. Understanding the relationship between theory and practice has enabled me to appreciate how others learn and reflect on what practice capabilities need to be developed within my workplace to enact positive change for learners.

Critically reflecting on work practices in real-time allows me to better understand the emergent and ever-shifting nature of the Higher Education landscape and model agency over personal learning and discovery to others. A pedagogy of kindness is foundational to my approach to enhancing the learning and well-being of others, manifested in practices of empathy, connection, mutual respect and inclusion (Rawle, 2021).

Kemmis, S. (2019) A Practice Sensibility: An invitation to the Theory of Practice Architectures., Springer, Chapter 2 Introducing the theory of practice architectures pp. 20-22
Rawle, F. (2021). A pedagogy of kindness: the cornerstone for student learning and wellness. THE Campus Learn, Share, Connect. https://www.timeshighereducation.com/campus/pedagogy-kindness-cornerstone-student-learning- and-wellness

Utilising deliberative learning design approaches that emphasise interaction, innovation and practical reasoning allows me to develop flexible learning experiences that prioritise imagination, flexibility and a willingness to take risks. Iterative and participatory frameworks and models including LX Design, SAM Model, a Design Thinking approach (IDEO, 2018), and Laurillard’s Conversational Framework (2012) are favoured due to their strong alignment with human-centered design approaches which are most relevant to the creative industries context in which I oversee and develop course and curriculum design.

My approach to learning design places the learner at the center of the process at all times and caters to learners and stakeholders from diverse backgrounds. Developing real-world transferable skills aligned with desired workplace competencies is prioritised, as are flexible and inclusive materials and activities that take accessibility and inclusivity into account. Differentiated learning activities and social activities facilitated by collaborative learning technologies are included to build belonging, foster peer relationships, and establish a stable framework conducive to learning (Smyth and Fasoli, 2007).

IDEO. (2018). IDEO Design Thinking. IDEO | Design Thinking; IDEO. https://designthinking.ideo.com/
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: Routledge.
Smyth, J., & Fasoli, L. (2007). Climbing over the rocks in the road to student engagement and learning in a challenging high school in Australia. Educational Research, 49(3), 273–295. https://doi.org/10.1080/00131880701550565

Using empathy research and human-centered design methodology I’m able to identify the real needs and pain points of learners to develop, implement and evaluate innovative solutions to complex learning problems. My aim is always to learn and not to prove an idea is good. At the heart of my approach is prioritising human connection, rapport and communication and working closely with diverse stakesharers. This approach ensures I can identify and solve real problems for real people and draw from evidence-based perspectives (Sivers, 2011). I use a practice lens to gain additional insights into problems and aim to balance innovation with practical issues of accessibility, inclusion, and sustainability.

Taking an iterative approach to problem-solving ensures resources can be maximised and continual refinements implemented. I utilise transdisciplinary methodology and prioritise collaborative feedback so diverse perspectives are brought together to explore complex problems. This sense of exploration and curiosity is something I encourage in other learners to increase their personal discovery and agency over their own learning journeys.

Sivers, D. (2011, July 15). Start Now. No funding needed. Www.youtube.com. https://youtu.be/7KLnXjqKL5g