The ethical action plan was developed through an iterative and reflective process. Rather than being fixed at the outset, ethical considerations evolved alongside the project design as my understanding of feasibility, participant experience, and research responsibility deepened.
Initially, the project was conceived as a visually rich intervention combining an animated video and an interactive PDF. Through discussion with my tutor and peers and reflection on time constraints, I recognised that prioritising complex formats risked diverting attention from the core pedagogical question: how students make decisions about digital software use. This prompted a shift towards a more sustainable and adaptable approach, resulting in two web-based resources focused on clarity and functionality rather than production complexity. This decision influenced the ethical plan by foregrounding accessibility, ease of iteration, and responsiveness to feedback.
As the project was refined, the action research dimension became clearer, particularly in relation to research methods. I recognised the importance of gathering feedback from both students and technical staff in order to understand the resource from multiple perspectives: learner experience and teaching practice. This dual focus shaped the ethical plan, shifting it towards an ongoing cycle of feedback, reflection, and implementation rather than a single instance of data collection. Given my dual role as technician and lecturer, I chose quick anonymous surveys to reduce pressure and support honest responses. This decision reflects an awareness of power dynamics and a commitment to creating an ethical research environment where participants can contribute freely and without concern about judgement or evaluation.
Ethical Action Plan (500-750 words)*
This document is a chance for you to begin shaping your project while thinking through its ethical considerations, implications, and responsibilities. We know this might feel early in your action research journey, but this short plan is here to help pin down your ideas and work-in-progress.
Use whatever writing format that suits you – lists, bullet points, statements or paragraphs – and follow the suggested links stated alongside some of the questions for guidance.
A good starting point is the BERA Guidelines for Educational Research, fifth edition (2024) alongside the ‘Ethics Files and Resources’ on Moodle.
When you’re ready, email your draft to your allocated tutor 48 hours in advance of you first group tutorial in the week commencing 6 October 2025, so it can help guide the focus of discussions and support your project development.
Name: Andrada Bodea
Tutor: Rachel Marsden
Date: 06/10/2025
| What is the working title of your project? Also write a few sentences about the focus of your project. Focus: Project responds to a recurring issue among students who often feel unsure about which digital tools such as Photoshop, Illustrator, InDesign, or Clo3D are most appropriate at different stages of their projects. In addition to that showing that the visual attractiveness (aesthetics, layout, design) of educational/resources materials can improve interest, motivation, engagement, and sometimes even learning outcomes. Working title: Digital Journeys: Supporting Student Workflow in Fashion Education with Design Software This project explores how students navigate digital software in fashion projects at LCF. It features three prototype resources: A general video animation illustrating a typical student journey (e.g., Photoshop for drawing/photo editing → Illustrator for logos/technical drawings → InDesign for portfolios). A custom roadmap for each brief, showing the sequence of software and tasks (example from Year 2 Womenswear Fashion Design Technology). A search function, allowing students to quickly identify the most appropriate software for specific project tasks. The aim is to improve transparency, accessibility, and confidence in digital workflows while reducing confusion about software use. The project prioritizes inclusive design (legible fonts, high contrast, alt text) and supports fair access to knowledge regardless of prior experience. Social justice angle: The work aligns with principles of educational equality and inclusion by addressing digital literacy gaps that can disadvantage some learners. It supports fair access to knowledge regardless of prior experience, helping students navigate complex digital environments with greater confidence. The project also acknowledges that some students face accessibility barriers, so inclusive visual communication will be prioritised (e.g., legible typography, high contrast visuals, and alt text). |
| What sources will you read or reference? Share 5 to 10. – UAL Inclusive Teaching and Learning Framework. – Adobe Education Exchange – Pedagogical Approaches to Creative Software Learning. – Norman, D. (2013) The Design of Everyday Things – principles of usability and accessibility. – Hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. – Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. – Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. – Shulman, L. (1986) Those Who Understand: Knowledge Growth in Teaching. – Color Oracle – accessibility and colour perception simulation. – Mayer, R. E. & Estrella, G. (2014) Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12–18. – Heidig, S., Müller, J. & Reichelt, M. (2015) Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81–95. |
| What action(s) are you planning to take, and are they realistic in the time you have (Sept-Dec)? Mid–Late October: Finalise project outline and storyboard + create and edit the video and pdf Early November: Create and edit the animated video and interactive PDF showing which app suits which project type. Mid November: Share the resource in class demonstrations. Launch a short online feedback survey (linked by QR code). Early December: Conduct questionnaires with a few technicians to gather feedback on how the resource supports teaching practice. Staff numbers: approx. 10 Student numbers: 15-20 |
| Who will be involved, and in what way? (e.g. colleagues, students, local community…). Note, if any of your participants will be under the age years of 18yrs, please seek further advice from your tutor. Students (18+): 15/20 students from LCF, completing an anonymous survey. Technical staff: 10 participants for questionnaire to gather professional feedback. Focusing on these participant numbers ensures feasibility for the project timeline. Engaging both students and staff provides a balanced view of the resource’s impact and potential for wider use across units. No under-18 participants will be included. |
| What are the health & safety concerns, and how will you prepare for them? https://canvas.arts.ac.uk/sites/explore/SitePage/42587/health-and-safety-hub https://canvas.arts.ac.uk/sites/explore/SitePage/45761/health-and-safety-policies-and-standards The project has minimal health and safety risks. All activities will be carried out within standard classroom environments or online (Moodle, Teams). Accessibility and wellbeing are key considerations. The resource will follow institutional accessibility standards (e.g. readable fonts, sufficient contrast, subtitles and captions, alternative text for visuals). |
| How will you manage and protect any physical and / or digital data you collect, including the data of people involved? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#consent https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#privacy-data-storage Data collection in accordance with BERA and GDPR: Responses from questionnaires will be anonymous; no personal identifiers (names, student numbers, emails) will be recorded. Storage: All digital data received via Mentimeter will be securely stored on UAL password-protected devices and UAL OneDrive encrypted cloud storage. Retention: Data will be retained for a maximum of 12 months following analysis, after which it will be permanently deleted. Confidentiality: Any quotes used in reports, presentations, or publications will be anonymised, ensuring no participant can be identified. Withdrawal: Participants may withdraw their data up until the point analysis begins, after which data will be included in anonymised form. This approach ensures compliance with ethical responsibilities, privacy, and data protection standards, prioritizing participants’ confidentiality and wellbeing throughout the project. Clear information sheets and consent forms will be provided. |
| How will you take ethics into account in your project for participants and / or yourself? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-sponsors https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-wellbeing See Emotionally Demanding Research PDF on Moodle The project is guided by values of respect, inclusion, and transparency. Participants will receive clear information outlining the purpose and voluntary nature of the project. Feedback will be used solely to improve the resource, not to assess student performance. All communications and visuals will prioritise accessibility and clarity. The emotional dimension of digital learning will also be considered, ensuring the resource empowers students rather than overwhelming them. |