Session/artefact to be observed/reviewed: ACP Illustrator Online Training
Size of student group: approx. 10 – 15
Observer: Carys Kennedy
Observee: Andrada Bodea
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
This session is part of the Adobe Certified Professional (ACP) Illustrator training, which prepares students for the ACP exam. It provides industry-relevant skills in Adobe Illustrator, helping students gain a valuable certification at no cost.
The videos I have shared include a mix of different moments across the course:
- Day 1/4: Students asking questions after a demo on how to create a pattern in Illustrator.
- Day 1/4: A student needing extra help modifying their pattern.
- Day 3/4: Discussion about the ACP exam and its structure.
- Day 3/4: Students working through theory-based exercises.
How long have you been working with this group and in what capacity?
I have been working with this group specifically for this 4-day session. The video I shared with you is part of Day 1 out of 4. Prior to this, we already had a 2-hour session where we covered an introduction to Illustrator, key tools, and workspace navigation.
The course runs as follows:
- Days 1–3: Lessons from 10:00 to 16:30, with a 1.5-hour break each day.
- Day 4: A 2-hour revision session, followed by the certification exam (50 minutes long).
What are the intended or expected learning outcomes?
By the end of the session, students should:
- Demonstrate proficiency in key Adobe Illustrator tools and techniques.
- Understand core design principles relevant to vector graphics.
- Be fully prepared to take and pass the ACP Illustrator exam.
What are the anticipated outputs (anything students will make/do)?
Students will complete practical exercises, including creating vector-based artwork and working with typography. Their final output will be taking the ACP exam.
Are there potential difficulties or specific areas of concern?
- Varying skill levels among students may require additional support for some.
- Technical difficulties related to online learning (software access, internet issues).
- Engagement and interaction may be more challenging in an online format.
- Limited Training Hours vs. Recommended Experience
One key concern is that this course provides only approx. 20 hours of instruction, while the Adobe Certified Professional exam recommends at least 150 hours of experience with a Creative Cloud application. Most of my students are beginner levels but sadly I cannot change the amount of hours that are being offered.
How will students be informed of the observation/review?
Students will be informed at the beginning of the session that an observation is taking place as part of my PGCert professional development. They will be reassured that the focus is on my teaching, not their performance.
What would you particularly like feedback on?
I am open to all feedback. However, I would especially appreciate insights on:
- How I present the ACP exam – I want to ensure that students take the exam seriously while also minimizing unnecessary stress or anxiety. I’d appreciate feedback on how to balance the importance of the exam with a supportive, reassuring approach.
- My pacing and interaction in an online setting – I’d like to know if my pacing is effective and whether I am engaging students enough during the session.
- Voice clarity and accent – I’d appreciate feedback on whether my explanations are clear and easy to understand, including my voice clarity and pronunciation.
How will feedback be exchanged?
Written feedback via this form.
Part Two
Observer to note down observations, suggestions and questions:
Thank you Andrada for sharing a range of different moments from a recording of the Adobe Certified Professional (ACP) Illustrator training you delivered recently – I enjoyed watching it. I watched the first 40 minutes of the video, as otherwise my review section would have been too long – I hope that’s OK.
Section 1: Group demonstration
In the first section of the recording (around 8 minutes), you were answering student questions about the software and demonstrating the answers. When doing this, your explanations seemed well paced and clear, which is an achievement given that you were sharing complex, multi-step instructions. You described what you were doing, named the tools you were selecting, and paused at key moments. The first student replied to say ‘thank you’ via the chat, which indicated that their question had been answered clearly. There were a couple of students who hadn’t confirmed in the chat if their question had been answered, and they stayed to discuss these during the break.
You asked for feedback on your voice clarity and accent. I found your voice to be clear, and you used clear, plain English throughout which made your instructions easy to follow – so no concerns at all there! There were one or two moments in the first 10 minutes of the recording when the audio quality made it difficult to hear exactly what you were saying – this wasn’t an issue with your voice or accent, though.
You also reminded students that they can access the recording, which will be an excellent revision tool for them. I’m a big advocate of recording sessions where possible, so it was great to see this in action.
Section 2: Individual student feedback
One student did come into the chat with follow-up questions, and you stayed on the call during the break to offer support. You spent time 1:1 with the student, answering their questions in a clear, step-by-step way. You were patient and supportive, and it was clear the student was grateful for you sharing your expertise.
There were one or two slight miscommunications while you were working 1:1 with the student, where I thought you might have misunderstood what the student was asking (or perhaps I did!) Some clarifying questions before moving onto demonstrations might have been helpful. There was also a minor point where the student was confused about how to zoom in and out – you mentioned a mouse wheel, and the student was momentarily confused because they have a trackpad. Again, a quick question like “Do you have a mouse or a trackpad?” could have allowed you to tailor your advice to the student and minimise confusion.
Section 3: Exam information
When you talked about the exam, your language remained clear, and your delivery was well-paced. However, there was a lot of factual information given to the students about the exam (e.g. timings, mark breakdowns, how to prep their machines, etc.). You did provide some visuals – and I wondered whether this section would have benefited from a slide deck, which students could also have access to as a reference. My thinking is that it is easy in an exam situation to forget key information (e.g. “How long did Andrada say I should spend on the first section?!”); it is also good inclusive practice to provide key information in writing as well as verbally – this is less possible while you’re demonstrating software, but could have worked well here.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
I appreciate the positive comments about my clarity of speech and pacing, which I believe are crucial when teaching complex software online. The feedback on voice clarity and pausing at key moments is helpful as I strive to make my sessions accessible and easy to follow. Using clear, plain English in combination with technical terms and providing session recordings for revision aligns with inclusive teaching practices. Recordings allow for reinforcement and review, a principle emphasized in blended learning and student engagement (Graham, 2006).
I also value the suggestion to follow up with individual students. When I provide personalized support, asking clarifying questions, particularly when I don’t fully understand a student’s request is very important in order to give tailored teaching. In future sessions, I will make a conscious effort to ask probing questions, such as “Do you have a mouse or a trackpad?” to better understand the student’s setup and avoid confusion. Asking about the mouse or trackpad will help clarify confusion related to navigation methods within Illustrator, such as zooming in and out. Tailoring guidance based on these setups will improve clarity and efficiency. Perhaps I could do a poll at the beginning of the session to find out whether they are using a mouse or to find out which operating system are they using however I always cover during sessions both set-ups, this would be helpful to see what the majority of students are using.
Regarding the exam section, I want to clarify that we provide a slide deck containing key exam information. This slide deck is available as a reference, and I ensure students have access to it ahead of the exam. I emphasize the slide deck during the discussion to ensure students are aware of its availability and importance. This serves as a visual reinforcement, making it easier for students to recall crucial information. Mayer’s Cognitive Theory of Multimedia Learning suggests that using both verbal and visual information, such as the slide deck alongside verbal instructions, enhances learning by facilitating dual coding. Dual coding theory engages different cognitive channels, improving memory retention and understanding.
In summary, I will increase interactivity by asking clarifying questions and refine how I engage with individual needs. These adjustments will help provide more tailored and accessible teaching, enhancing student engagement and learning outcomes.
Bibliography
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. Handbook of Distance Education, 3(1), 299-318.
Mayer, R. E. (2005). The Cognitive Theory of Multimedia Learning. Cambridge University Press.
