In this series of articles we’ll be casting our gaze over some examples of practice currently being undertaken at Falmouth University. We work extensively with a variety of subjects and often find that the learning experiences are as diverse as those teaching on the courses.

This month we’re focusing on Fashion Photography within the Fashion and Textiles Institute. ET caught up with Senior Lecturer, Clare Ball to discuss how technology is used to enhance learning in the subject area and specifically in relation to the JISC/NUS Good Practice Principle, ‘Prepare Students for Digital Workspaces’ :

Image by Eliot Baker BA (Hons) Fashion Photography

As educators we need to ensure the systems we provide to support or enhance learning are actually systems that benefit the students, that are keeping current with methods used in industry environments and that connect with the ways students interact with technology, which is very different to the ways we might interact as tutors.

We ensure that we are integrating the use of the VLE (Learning Space) with all teaching, for example all content is available on the VLE and students are directed here as a point to ask questions in forums etc. as a method to encourage discussion and community.

We also encourage the use of mobile devices to document work and have designed an induction activity that tasks student’s with documenting the local area to help orientate themselves and each other. They post pictures to social media throughout the activity and it ends with an evening of games on the beach, so students are interacting with each other online and in person.

Alongside Learning Technologies, students are expected to be able to use industry standard applications, such as Adobe’s Creative Suite.  To fully understand a large post-production tool like Adobe Photoshop takes time and practice – therefore the teaching of this is embedded into every project with an encouragement to build on the techniques learned in these sessions.  We also give students the opportunity to practice skills under guidance and supervision in workshop sessions.

To ‘Prepare students for digital workspaces’ is something we concentrate heavily on in the 3rd year of the course as, for Fashion Photography, an effective online presence is essential to attract clients and promote work.  We support and encourage our students to develop their ‘professional’ social media sites and websites etc. to ensure they have a solid digital presence prior to graduation. However there is only so much that can be taught within each specific course. Many key areas mentioned in the JISC/NUS benchmarking document could not be covered within the course structure but would be massively beneficial, for example enabling “Students [to] produce professional quality digital artefacts and showcase these in public spaces”.  

I believe it would be a great benefit to students to have access to learning, support and guidance that would help them to further develop their online promotion as an extra curricular offer.  No student can be a master of all areas; website design and online marketing are huge areas to tackle on top becoming proficient in their chosen subject area and so having a specific resource that could offer this service I feel would ensure students from all subject disciplines could begin to have this professional quality of online presence on graduation.

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