Category Archives: Uncategorised

Embracing GenAI in art and design teaching The rise of GenAI has significantly disrupted the creative industry and art and design higher education. As a dual professional, I have observed and experienced the implications of GenAI both in the industry … Continue reading →

Assess and/or give feedback for learning Contextual Background Throughout my time working with different colleagues across the course team over several years, it became evident that approaches to assessment and written summative feedback varied inconsistently between tutors. This highlighted the … Continue reading →

Writing effective learning outcomes for art and design higher education This reflection responds to Theories, Policies and Practices Workshop 2b, which focused on the purpose and language of learning outcomes. Drawing on my experience revising learning outcomes during course revalidation, I … Continue reading →

Review of Teaching Practice   Session/artefact to be observed/reviewed: Reapproval documentationSize of student group: N/AReviewee: Eric Fanghanel SantibanezReviewer: Joana Pereira Part One Reviewee to complete in brief and send to reviewer prior to the review What is the context of … Continue reading →

Carys Kennedy’s review of my teaching practice Session/artefact to be observed/reviewed: Brand culture seminarSize of student group: 60 studentsReviewee: Joana PereiraReviewer: Carys Kennedy Part One What is the context of this session/artefact within the curriculum? This session is part of a series of branding … Continue reading →

Eric Fanghanel’s review of my teaching practice Session/artefact to be observed/reviewed: Brand Packaging Design SprintSize of student group: 60 studentsReviewee: Joana PereiraReviewer: Eric Fanghanel Part One What is the context of this session/artefact within the curriculum? This session was developed in response to student … Continue reading →

Microteaching sessions – a reflection of my peers’ sessions and Object-Based Learning session with Dayna Tohidi I realised that I had been using object-based learning (OBL) intuitively in my teaching practice. Observing Dayna Tohidi’s recorded session and seeing my peers apply … Continue reading →

Plan for and support student learning through appropriate approaches and environments Contextual Background  In my BA (Hons) Graphic Branding and Identity teaching, students frequently ask how to create visually engaging and unexpected logos and visual identities. Reviewing the course, I … Continue reading →

Post-human branding I designed a microteaching session around a topic I am passionate about: the ethical tension I experience in my teaching practice between human-centered design and environmental responsibility when producing visual and verbal brand identities. My goal is to … Continue reading →

Knowing and responding to your students’ diverse needs. Contextual Background  I teach Intro to Graphic Branding and Identity where we explore the cultural relevance of branding within Zeitgeist to an increasingly international cohort. Using western-focused and often old case studies … Continue reading →