Week 8 Forum. Hanga, N (2025)

I am interested to read how Hanga, N (2025) draft course plan develops from the perspective of another creative HE perspective. Questions that I will look of and follow to develop my teaching practice:

• How does she relay practical workshop knowledge to students online?

• What programme is used?

• How is the forum aspect facilitated?

• Where are the sourced secondary videos found?

• What assessment do the students receive?

• How is the artefact or finished piece shared to peers online?

I will continue to post progress that it made answering these questions and will apply it to my CRJ.

Hanga, N (2025) Week 8 Forum. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30022 (accessed 21.07.25)

NABILA HANGA

20 Jul 0:41| Last reply 20 Jul 20:43

Reply from NABILA HANGA

Initial Design for a Fabric Painting Course

This is a course that introduces learners to fabric painting and gives them the foundation to build on the skills they have learnt to start a business.

Outcome of the course: Following the course, learners should be able to create fabric-painted artworks. They should also be able to source materials and make choices between alternative materials and techniques for their final project.

This course will be completed over seven sessions.

Session 1: The first session aims to hook the students (Koumi, 2013). The purpose of the course and the importance of collaboration (Salmon, 2013) in ensuring deep learning will be highlighted. Learners will also be given an overview of the course and what each week's learning entails. 

A flipped approach will be utilised in some sessions because it allows the learners to watch and re-watch content at their own pace (Gimbar, 2011).

Session 2: History of fabric painting and its applications. Learners will also be introduced to materials available in the market. This will be a flipped content.

In the synchronous session, further discussions and peer reflection.

In the forum, discussions will focus on the pros and cons of materials based on learner research. E-moderators will provide a summary of forum posts. 

Session 3: Flipped content would introduce fabric painting techniques such as stenciling, potato printing, free-hand etc. This session's focus would be stenciling. Within the synchronous session, learners would utilise the stenciling to create fabric-painted artwork and reflect on peer-created artwork. 

In the forum, learners will share their reflection regarding creating using the week's technique (stenciling).

Session 4: Flipped content will cover how to create fabric-painted artwork using free-hand. Within the synchronous session, learners will practice the technique and share their reflections. 

In the forum, learners will share their created artwork, and peers will give them feedback.

Weekly summary of forum discussion.

Session 5: A guest will be invited to introduce the learners to the fabric painting market. Learners will formulate their questions to ask the guest speaker within the synchronous session.

In the forum, learners will share an initial business plan and comment on each other's. 

Summary of forum post by the e-moderator.

Session 6: Flipped content (PowerPoint and expert video) on how to price finished artwork. Within the session, pairs will be assigned to breakout rooms to price a given finished product. The tutor will float in and out of breakout rooms.  

In the forum, students will post their ideas for their final project to receive peer feedback. The summary of forum discussions would be written by the e-moderator.

Session 7: Learners will share their reflections in groups of four in the breakout rooms, and a representative would give a summary of their discussions. Following submission and results, learners will share their final project with the class in the forum for comments.

I would welcome any comments and feedback.

Many thanks,

Nabila

Reply from Htet Zaw, H (2025) Week 8 Forum. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30022 (accessed 21.07.25)

HEIN HTET ZAW

20 Jul 20:43

Reply from HEIN HTET ZAW

Hi Nabila,

Thanks for sharing your draft design. One of the biggest strengths is how you’ve structured the learning. It’s really logical, starting with foundational knowledge, then moving through different techniques, and finally looking at how learners can apply what they’ve learned in a business context. That connection to the real world makes the course really relevant and engaging.

Letting learners watch technique videos in their own time is a great way to give them flexibility, especially in a hands-on course like this. It’s smart to mix this with synchronous sessions so they can try things out and get feedback in real time.

Another strong point is the use of collaboration. Getting learners to reflect, give peer feedback, and work together in breakout rooms or forums aligns well with good online teaching practices. You're clearly drawing from Salmon’s model of e-tivities here, especially in how you promote social learning and peer interaction. Having e-moderators summarise forum posts is also a great way to keep everyone on track and feeling supported.

A couple of ideas you might want to consider:

• It could be helpful to make your learning outcomes a bit more specific, especially at the session level. That’ll help learners understand exactly what’s expected each week, and it’ll also help you make sure the activities and assessments are clearly aligned.

• You mention a final project, but I wasn’t quite sure how it’s assessed. Is it peer-reviewed, or tutor-marked? Is it a business plan, a portfolio, or something else? A little more detail would help clarify how everything ties together.

• You might also think about including a creative activity earlier on—maybe in Week 2—so learners get to start experimenting sooner. For example, they could create a quick inspiration board or mood board based on the historical styles they’re exploring.

• One other small thing: in terms of Salmon’s 5-stage model, I think you’ve covered stages 2 to 4 really well (socialisation, information exchange, and knowledge building). But Stage 1 (Access and Motivation) might benefit from a bit more attention in Week 1. Maybe an intro video from you or a fun icebreaker could help set the tone and make learners feel more connected from the start.

I also thought about Kolb’s experiential learning model while reading your plan—it fits really well with what you’re doing. Learners are experiencing, reflecting, conceptualising, and then applying what they learn, especially through the hands-on work and peer feedback.

Overall, I think you’ve got the foundations of a really strong, engaging online course. With a few tweaks around outcomes, assessment, and early engagement, this could work really well for your learners. Great job!