Immersing myself within this unit’s literature and context of intersectionality and disability, faith, race I have been reflecting on what this means in my teaching practice. For me it connects to accessibility for students of the materials we teach and share. Being at LCF and course leading a very international cohort with English not as a first language I have often reflected how, with no fault of any particularly individual, there are barriers in place for students with how learnings are absorbed. For my intervention, I wish to explore how e-learning technologies can support the learning process and support students impacted by:
- Physical disability
- Neurodiverse
- Absence due to religion
Specifically, I will visually map out Block 1 unit “Fashion Marketing Strategies” showing week by week key learnings, key readings, provocation questions, and key frameworks. I will embed media through hyperlinks including a Padlet for anonymous questions, videos of myself explaining a academic concepts, and podcast or other multi-media content. While it elevates the scheme of work document into something more dynamic, it also can capture the student journey more effectively. It also helps students that are not able to attend a lecture or workshop to jump back into the unit seamlessly and to track their own progress independently as often students are uncomfortable sharing if they are falling behind or don’t understand lecture content. This mapping will help demonstrate how far they have progressed within the unit and can also be referred to in other units. Despite my course being in person, we can’t only rely on the physical and need to embed technologies to better compliment an onsite experience. My aim is that this intervention provides increased understanding of content, student comfort through better accessibility of key learnings, and an overall more enriching learning experience.