Unlocking Potential
Visual Model for 1:1
presented by
Lauren Avery & Hilary Burns
"Everybody is a genius. But if you judge a fish by its ability to climb a tree,
it will live its whole life believing that it is stupid."
Albert Einstein
1. Who are we?
2. What brought us here?
3. What are we here to do?
Workshop Proposal
• Workshop begins with a 20 minute film of a
student’s (and Specialist Tutor's) voyage through his
undergraduate degree and the development of an
alternative learning methodology to support a
strong visual spatial ability…
…a student who learns holistically, processing primarily
in pictures then words; not linear, sequential.
• Participants will be invited to discuss the pros and
cons of this approach and consider the viability of
film as a form of alternative assessment?”
100
90
Percentiles
80
70
60
50
40
30
58
63
20
10
0
14
3
5
3
1
Verbal Comp. Perceptual W.Memory Pro.Speed s/wReading Spelling Comprehension
Assessment
Profile
Discrepancy Analysis
“The results obtained indicate that Chris has a
severe specific learning difficulty (dyslexia)
associated with reading, spelling, speed of
working and the organisation of written work.”
Lauren’s Methodology p.1
• 1st year: turning his written brief into a visual
one, also visual mind maps for his lecture
notes and log book.
• 2nd year: Research sessions – Chris would
make initial mind maps on A1 then edit and
structure into storyboards on A2.
• These research sessions were filmed which
enabled Chris to edit from his reflections. We
learnt from the 2nd year that reading back
written words on his storyboards blocked him.
Lauren’s Methodology p.2
• 3rd year: The A2 storyboards were
reduced to a series of A4 chapters in a
coherent structure for 'reading'.
• Chris now drew symbols which served as
his memory prompts for recalling and
applying theory.
• Chris was filmed 'reading' his chapters
over one day at a time in order not to
overload him.
Chris 'reading' his storyboard
Confronting Challenges
Please consider the following as you watch –
• implications for your own practice
• implications for inclusive practice
• implications for your institution
FILM
Post-film
In groups, please discuss the challenges that you think
might arise within your practice.
Confronting Challenges in the following areas?
1:1 Tutor
Student
Institution
Assessor
Reflections on A Visual Dissertation
“I really think that this film should be made
available to a wide audience. I know that there
would be a lot of interest. The technique that
is used will be innovative for many, whilst at
the same time being relatively simple. I am
sure that there are other students who would
benefit from this approach.”
Dr. Caroline Davies, Consultant, IMPACT Associates
Reflections on A Visual Dissertation
“The way that the film shows
Chris' potential being unlocked is
compelling. It also shows very graphically
that someone who could have been
regarded as a 'hopeless case' and not
suitable for an HE course, could be
transformed and could achieve his dream.”
Dr. Caroline Davies, IMPACT Associates.
Reflections on A Visual Dissertation
“Chris developed a confidence that was completely
lacking at the start of his university study. He informs
me that he continues to use this storyboard method to
work out ideas, plan projects and in preparation to
communicate with others about his artworks and
exhibitions.
It was wonderful to watch him grow from feeling
unable and unhappy within his academic practice to a
motivated, confident and creative student, who has
gone on to be a very successful artist.”
Lauren Avery (2012)
Reflections on A Visual Dissertation
“In principle, we found that the assessment criteria
were quite easy to move from one medium to
another.”
“The discussion of the quotations, and the use
that's made of them in relation to the research
question, is extremely important... there really isn't
any reason why this can't be assessed in a visual
documentary…. the more convinced I become that
a well-made filmed documentary is a near-perfect
equivalent of a written dissertation. ”
Dr. Angeline Morrison, OU.
Reflections on A Visual Dissertation
“It's particularly easy to pack as much
detail, thorough research, convincing
argument and good examples into a
filmed documentary dissertation as it is
to do so with a written dissertation.”
Dr. Angeline Morrison, OU.
Host Institutional response
MA TV production reframed their long project to
include an appropriate multi-media application to
the final project (so not standard dissertation).
BA Film use blogs and critical incident reviews to
engage with research and critical reflection.
Caroline Cash, Course Leader, PGCHE, University College Falmouth (2012)
Elsewhere…
“A number of people have seen your film and
the general consensus is ‘blimey’. The
transformation in the student is obviously
radical and worthy of enormous praise to
yourself and the flexible systems at Falmouth
that allowed such progress to be made.”
Jim Campbell
Senior Lecturer
The Arts Institute at Bournemouth.
SPACE Project…
The research by Plymouth University on
assessment.
http://www.pass.brad.ac.uk/wp5inclusion.pdf
http://www.pass.brad.ac.uk/wp5-tool.pdf