Contextual Background
The Digital embroidery software induction requires students to create a name badge file. Stitch Technicians confirm completion of the induction, after assessing the file by email. Afterwards, students might not revisit the process for a while and may struggle retaining the information enough to complete it again.
Induction task
Evaluation
When students have difficulty completing the process further 1-2-1 support is provided. The student’s degree of understanding is reassessed using reflective assessment, asking questions pertinent to their comprehension, of the task to determine gaps in their knowledge and assisting them by giving explanations and examples of samples. I then reassess a student’s reflection and conclusions they have drawn by observing how they navigate the task again. It is important to assess in the early stages of using the software as, “research shows that inaccurate prior knowledge can cause a barrier to learning. As students unsuccessfully try to ‘stick’ new learning to flawed beliefs or inaccurate mental models, they tend to ignore or reject the new knowledge, rather than change or adapt their existing beliefs” (London Business School)
Moving forwards
Utilising Samples
Students are asked to display their approach to a process they struggle with in the software. By them showing it, instead of me demonstrating, allows me to ask questions which leads to their reflection and understanding, helping to facilitate deeper learning. Currently, digital embroidery samples are utilised to aid this process, specifically ones that have imperfections, to evidence complications they may encounter if technical issues aren’t rectified prior to stitching. An example of this is the sample below, where the ‘beads edit tool’ (see handout page below) has not been utilised to instruct the machine to stitch continuously from one end of a shape to the other, resulting in visible running stitches underneath the zig zag stitch. A balanced approach is taken as I’m conscious that a degree of mistakes should be made to reflect and learn. Going forward, I believe more ‘imperfect’ samples displayed in the workshop will help students make a connection between real examples and common mistakes that are made when using the software.
‘Imperfect’ sample
Beads Edit Tool page from handout
Format for confirmation of complete induction.
I would like to try an alternative way of confirming completion of induction. This could be a form including screenshots from the student’s file, corresponding with required steps in the induction task and tick boxes to confirm each step is satisfactory. It would also direct to video learning material and feedback to develop necessary areas. I believe this would allow students to reflect and make connections to prior learning, whilst also aiding deeper learning, as “most students pay most attention to what is assessed. That which is not assessed is most likely to be neglected.” (Bourner, 2003, p.268).
A questionnaire has been used when assessing student’s knowledge regarding the heat press. This form of assessment was instigated to ensure students were following correct health and safety when operating the machine. Students must pass the questionnaire to be considered inducted. This method may negatively affect the incentive to engage with Digital Embroidery, as the learning of the software is quite complex. However, I do believe this method, and how it encourages students operating the machines in line with health and safety, supports the idea that students will retain information better if there is a sense of assessment.
References:
London Business School (2024) Prior Knowledge, Digital Learning Exchange. Available at: https://teaching.london.edu/development/learning-principles/1-prior-knowledge/ (Accessed: 26/03/2024).
Bourner, T. (2003) ‘Assessing Reflective Learning’, Education + Training, 45(5), Pp. 267-272. Available at: DOI 10.1108/00400910310484321