Bridging Theory and Practice in Student Learning
Contextual Background
As a Specialist Technician in Photography at London College of Fashion, I design and deliver technical workshops that support BA and MA students in developing both conceptual understanding and technical proficiency. A key challenge in my teaching practice is ensuring that students effectively integrate technical skills with creative decision-making. Some students excel in hands-on tasks but struggle to articulate their choices conceptually, while others grasp theoretical concepts but lack confidence in executing practical work. To address this, I am refining my workshop structure, feedback mechanisms, and reflective exercises to create a more balanced learning experience and improve student outcomes.
I currently deliver technical workshops as part of the course units and unit learning outcomes, but there is often a disconnect between practical learning and the wider course objectives, limiting students’ ability to develop transferable skills. While I have already introduced reflective discussions and project-based learning, I plan to refine these methods to ensure deeper engagement and better professional preparation.
Moving Forward
Refining teaching practices for impactful learning
To improve student learning outcomes, I am further exploring the following strategies:
Integrated workshop design – Working closely with academic staff, I will improve workshops to better align with course learning outcomes and allow students to immediately apply technical knowledge in meaningful ways. This will strengthen the link between technical skills development and creative intentions.
Structured reflection and critical evaluation – I will further integrate structured journaling and guided peer critiques to help students articulate their technical decisions and reflect on their creative processes. Drawing from the creative process model (Bremmer, Heijnen & Haanstra, 2024), this approach emphasises reflection at every stageof orientation, research, execution and evaluation, supporting iterative learning.
Project-based and inquiry-led learning – Revising project assignments with explicit problem-solving elements will encourage students to consider how technical skills support artistic and industry-specific outcomes. This refinement fosters deeper engagement by mirroring professional workflows and encouraging students to take ownership of their learning.
Collaborative and peer-led learning –Refining peer review sessions with structured prompts will help students engage more critically with their own work and that of others. This fosters a more inclusive learning environment where students build confidence in their technical and conceptual skills (Ross & Leewis, 2022).
Real World Contextualisation –– Integrating live case studies and professional project deconstructions into workshops will expose students to industry-level decision-making processes. By analysing professional works step-by-step—examining the conceptual development, technical choices, and problem-solving strategies—students can gain a deeper understanding of how technical skills translate into creative and professional outcomes.
References
Bremmer, M., Heijnen, E. & Haanstra, F. (2024) ‘Wicked Arts Education—Designing Creative Programmes‘. Amsterdam: Valiz.
Ross, S. L. & Leewis, L. (2022) ‘Home Sweet Home: Achieving Belonging and Engagement in Online Learning Spaces’, Spark: UAL Creative Teaching and Learning Journal, 5(1), pp. 71-79.
Additional Reading
Sams, C. (2016) ‘How Do Art and Design Technicians Conceive of Their Role in Higher Education?’, Spark: UAL Creative Teaching and Learning Journal, 1(2), pp. 62-69.
Boud, D., Keogh, R. and Walker, D. (2013) Reflection: Turning Experience into Learning, pp. 91-99