Author Archives: Corey Ford

Session/artefact to be observed/reviewed: Software Engineering Course Size of student group: 13 Observer: Mikolai Berg Observee: Corey Ford   Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it … Continue reading →

Figure 1: A montage of ducks. Timed Session Plan 3 mins – Opening Mentimeter 2 mins – Introducing Genetic Algorithm (Flowchart Slide) 5 mins –  Iteration 1 with Ducks and Clay 5 mins – Iteration 2 with Ducks and Clay … Continue reading →

Session/artefact to be observed/reviewed: Level 6 Size of student group: 10 Observer: Tim Stephens Observee: Corey Ford Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not … Continue reading →

Summary of Experience/Resource In this post I reflect on “Home sweet home: achieving belonging and engagement in online learning spaces” (Leewis and Ross, 2022). The authors describe using Miro to create a digital space where students work together and co-create … Continue reading →

Contextual Background In this case study, I reflect on two Level 4 modules across UAL’s Computer Science degrees. The first module is the “Introducing Computer and Data Science module” (IC&DS), which teaches introductory programming skills. The second is “Introducing Human-Computer … Continue reading →

Summary of Experience/Resource “The learning process is something you can incite, literally incite, like a riot.” (Audre Lorde – New York — 1980s) In this post I’m reflecting on a quote presented in workshop two which sparked me to reflect … Continue reading →

Summary of Experience/Resource In this post, I reflect on Addison (2014). Addison describes the history of learning objectives (LOs) and their goal of (supposedly) adding transparency in university teaching. In line with the framework of constructive alignment, LO “enables students … Continue reading →

Contextual Background In this blog, I focus on formative feedback I gave in crits for first-year computer science students on the Human-Computer Interaction module. The students were asked to design a system which sparks people to reflect on decolonisation. In … Continue reading →