Record of Observation or Review of Teaching Practice
Session/artefact to be observed/reviewed: ACP Illustrator Online Training
Size of student group: approx. 10 – 15
Observer: Gwen Shen
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.
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. However, I have extensive experience teaching Adobe software and running ACP training and exams.
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, working with typography, and applying effects. 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:
- My clarity in instruction and explanations.
- The effectiveness of my pacing and session structure.
- How well I engage and support students in an online format.
How will feedback be exchanged?
Written feedback via this form.
Part Two
Observer to note down observations, suggestions and questions:
I believe the instructions given by Andrada are very clear. A great example is how Andrada provided a verbal explanation of which shortcut keys can be used to zoom in and zoom out. This is particularly important in an online teaching environment, as students cannot see which shortcut keys are being pressed on the other side.
I also appreciate how Andrada delivered the session in an inclusive way by considering the different workspaces that students may have in Adobe Illustrator. For example, if students do not have the Properties panel, they can go to the Window menu to dock it. This is a very thoughtful reminder, as everyone’s workspace may not be the same.
One thing I really like about the pacing was that after explaining the difference between the Selection tool and the Direct Selection tool, there was a quick recap to reinforce students’ understanding. This is a brilliant practice because students can easily get lost in the many small learning steps within this context. Therefore, appropriate emphasis and brief summaries help ensure that students stay on track. Additionally, Andrada frequently checked if students had any questions, which was very helpful.
One question I have after the session is whether there are any additional resources to help students with self-paced learning in preparation for the exam. Since the exam recommends having 150 hours of experience, I imagine students may need extra practice or learning outside of the 20-hour training. However, students may have already been directed to these resources at the beginning or end of the training.
It was a really well-organized session. I don’t think there is much to suggest here. If I had to mention something, perhaps minimizing some minor crackling background noise could enhance the experience, though it was so minor that it’s hardly worth pointing out. Overall, even as someone outside this field, I feel that by following Andrada’s guidance, I could quickly grasp the basic tools in Illustrator. Andrada is truly skilled at breaking down complex concepts into simpler, more digestible explanations.
Thank you!
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
I greatly appreciate the detailed feedback and the positive comments about the clarity of my instructions, the pacing of the session, and how I engaged with students in an online environment. These observations reaffirm that my approach to explaining key concepts, such as the use of shortcuts and workspace customization, has been effective. Moving forward, I will continue to provide clear verbal explanations of shortcut keys and workspace variations, ensuring that students can follow along regardless of their personal settings in Adobe Illustrator. Additionally, I will maintain my focus on making complex concepts more accessible by breaking them down into manageable steps, as this feedback shows it is helpful.
The feedback on pacing was also reassuring. I am glad to hear that the recap after explaining the Selection and Direct Selection tools helped reinforce understanding. This practice will be something I continue to incorporate, as I believe summarizing key points ensures that students stay on track and solidifies their learning. This approach aligns with Bloom’s Taxonomy of Learning Domains, specifically the cognitive domain, which emphasizes the development of higher-order thinking skills such as analysis, synthesis, and evaluation. By recapping key points and ensuring understanding, I am helping students move from basic knowledge recall to more complex applications of the tools, supporting their progression through higher levels of learning. Bloom’s Taxonomy of Learning Domains categorizes cognitive development into levels, progressing from simple recall of facts to higher-order thinking skills such as analysis, synthesis, and evaluation. By reinforcing understanding through recaps and summaries, I am helping students move through these levels, encouraging deeper engagement with the material. This approach ensures that students not only retain information but also apply it more effectively in real-world contexts.
I will also continue to check in frequently with students to ensure that they are understanding the material, as this approach has been appreciated. Regarding the concern about additional resources for self-paced learning, we have a Moodle page dedicated to this course. This page includes a variety of supplementary materials, such as extra reading, written instructions, recorded sessions, and practice tests. These resources are available to help students reinforce their learning and prepare for the ACP exam, especially considering the recommended 150 hours of experience. Students are directed to these resources at the beginning of the course, and I will continue to remind them of their availability throughout the training. However, it is important to note that the time between the first session and the exam is extremely short, which can make it challenging for students to fully absorb all the content. Unfortunately, I do not have a say in the organisation of the lessons, but I will make sure to offer as much support as possible within the given time frame.
Finally, the small technical issue regarding background noise is something I plan to address by purchasing a better microphone. This will ensure clearer audio in future sessions and reduce any distractions caused by sound quality issues.
Overall, I am grateful for the constructive feedback and will apply these suggestions to improve both the content and delivery of my sessions.
Bibliography
Anderson, L.W. and Krathwohl, D.R., 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Pearson Education.
Bloom, B.S., 1956. Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green & Co.