SELF EVALUATION
Shop Floor Plan - Self Evaluation
The lesson went as planned in terms of content, delivery and timings. We were having to edit the structure and content of the lecture right down to the final minute. Initially, we had hoped that students would get to visit the store in person - however, due to current lockdown restrictions this was not possible. As a solution, I created a ‘virtual’ store navigation with the aid of some photographic images and an in store layout template. We decided that it would be most appropriate to deliver this within the floorplan creative today which meant that I had to pre-record the creative demo for the students (yesterday) to watch in their own time rather than tackling it *live* within the session. This isn't necessarily a bad thing though as they can watch when they are ready, pressing pause and having a go themselves.
What went well?
This was one of the last sessions with content for this term and I covered the last two points for the students part A - group research reports and part B - group brand proposal. I managed to relate the subject to previous theory covered and extend it into exactly what they need to do relating it back to those two parts of the brief.
The pre-recorded creative will allow students to watch the creative demo once they are ready to actually complete their 2D in-store mock up. This should allow them to press pause and have a go while watching the creative demo they can also re-watch in the future possibly for their final year FMP. We can also share this content with other year groups that may find it helpful also.
What could have been improved?
Issue(s):
There wasn't as much student participation or questions as there usually are with this class. This may be because it's later in the term and most of the content has been delivered and students have had a huge amount of contact time recently with formative feedback and one-to-one tutorials. It could also be because today's start time was slightly earlier at 09:00 and the students were just a bit quieter at that time of day! Usually we commence class at 10:00 allowing time between 09:00 and 10:00 to catch up with pre-recorded/flipped learning content.
Solution(s):
Get all students involved initially with a poll, word map or getting them to respond to a series of questions with emoji style answers?
Instead of asking them to tell me about which stores they like, I could get a few images of in store environments and get them to comment on what they like/dislike about them?
Issue(s):
Lack of a task based /activity to put the theory to practise. Unfortunately this morning was such a tight session due to allowing more time in the day for the students to connect with the director and merchandiser for Luna and Curious.
Solution(s):
Having an extra 30 minutes to include a ‘simple’ quick fire task could have been really beneficial. Something along the lines of providing students with a simple generic store plan with all the available fixtures and fittings to the side e.g. tables, shelves, rails, mirrors etc.. (all clearly labeled) to the side. You could then give them 20 minutes, in groups, to brainstorm and plot out a layout and customer journey. They could then return to zoom and be placed in a breakout room with another group to present their floor plans to each other then feedback on the pros and cons of each other's designs to create a shared learning experience. Tutors could also rotate and drop in for feedback and comments too. This would give them some time to experiment with the theory before putting it into practise in their final proposal.
What next for the students?
Students will create their 2D mock up and one student will take it to convert it into a 3D mock up using sketch up with a specialist tutor next week.
Students also have group tutorials with myself next week where I can review and comment on their floor plan proposals.
Students will present their final outcomes in the summative presentation in a few weeks time.
Other things to consider next time I deliver this lecture?
Allowing more time for a short task based activity and more opportunity for student participation overall.
PEER FEEDBACK
Feedback from colleague Laura Ellerby (who co-delivered this session with me)
Wednesday 17th February
- I thought the first creative session was verbally delivered really well, I was able to follow along with what you were saying (I listened more closely to this one than the second, but also know it's hard to cover the exact same ground in a 2nd session!). Each step was very clear and gave good direction.
- The second session was visually easier to follow in terms of being able to see your whole desktop - there was less swapping over between applications and re-sharing your screen. It was helpful being able to see where you were getting images from (Finder) and which application you were using as you switched around.
- Although some techniques were quite quickly demonstrated, you constantly referred back to your pre-recorded lecture which you had prepared and uploaded to Aula - this reassured the students that they could watch it more slowly in their own time and not rely on note taking during the class. Whilst students were unlikely to watch the video during the group task, as they only had an hour to design a window display, hopefully they will all watch it after the session.
- There were so many creative techniques demonstrated - whilst this gave them a really good overview of the tools available to them perhaps you could have demonstrated live the most helpful ones for the group task in hand, and saved a few (eg drop shadow, brush strokes?) for the end of the pre-recording, for them to look through in their own time. Not many students had their cameras on but those I could see were looking away more regularly towards the end of the demo - perhaps they thought they wouldn't be able to deliver the same kind of detail so switched off. Saving the more advanced techniques for them to watch at a later time may also give them more impetus to actually watch the pre-recorded video, rather than think they've heard it all already in class.
- One suggestion, which I also need to look into for creative sessions or where I am actively pointing to things on slides, is to have your mouse/arrow highlighted - I have seen videos where a coloured circle and some kind of pulsing motion helps the audience follow where the mouse is going on screen.
Feedback from colleague Liz Ciokajlo (from my PGCert Triad) Thursday 18th February
MY LESSON PLAN WALKTHROUGH
MY LESSON PLAN
