Introduction
In my role as a technician and associate lecturer supporting students in digital fashion design and Adobe software, I conduct 1-2-1 sessions where students seek guidance on various software applications, such as Photoshop, Illustrator, InDesign, Premiere Pro, and CLO3D. While students typically select one software per session, many arrive without clear learning goals, or request assistance with multiple programs at once. Additionally, these sessions take place in an open-access area, which can be noisy and disruptive. This lack of focus, overambitious expectations, and distracting environment necessitate a structured approach to ensure effective learning.
Context and Challenges
1-2-1 sessions in the open-access space present key challenges:
- Undefined Learning Goals: Some students struggle to articulate their needs, making session structuring difficult.
- Overwhelming Expectations: Requests for guidance on multiple Adobe applications within an hour limit depth of learning.
- Time Constraints: One-hour sessions necessitate focused learning.
- Noisy Environment: Disruptions reduce concentration and engagement.
Approach and Strategies
To enhance structure, I follow up via email where possible, prompting students to specify their focus in advance. At the start of the session, I clarify that in-depth learning is achievable only for one software at a time and encourage follow-ups for broader needs. This aligns with V2 (“Promote engagement in learning and equity of opportunity for all to reach their potential”) by helping students set realistic objectives.
Setting and Managing Expectations:
Clarifying Learning Goals
At the beginning of each session, I ask targeted questions such as:
- “What specific outcome do you want to achieve?”
- “Are you working on a project requiring a particular skill?”
- “Do you have visual examples of your goal?”
This constructivist approach supports V1 (“Respect individual learners and diverse groups of learners”) by tailoring sessions to each student’s needs. Piaget (1971) emphasizes that “students construct knowledge based on prior experience,” which is why guiding them through structured questioning enhances learning.
Prioritization
When students request help with multiple applications, I guide them to prioritize foundational skills first, explaining that targeted learning improves retention. Sweller (1988) states that “reducing extraneous cognitive load enhances learning efficiency,” supporting my approach of breaking down content into manageable chunks.
Scaffolding Learning
Rather than overwhelming students, I introduce concepts step by step. For instance, if a student needs to create a mood board but is unfamiliar with both Photoshop and InDesign, I begin with layout basics in InDesign before progressing to image editing in Photoshop. Vygotsky (1978) argues that “learning occurs best when support is provided within a student’s zone of proximal development,” reinforcing the importance of structured guidance.
Flexible Teaching Methods
To accommodate different learning styles, I adapt my methods, using:
- Live demonstrations with step-by-step explanations.
- Hands-on exercises where students practice in real time.
- Digital resources for post-session learning.
Kolb (1984) states that “learning is most effective when students engage in experience, reflection, and adaptation.” This aligns with A2 (“Teach and/or support learning through appropriate approaches and environments”), ensuring accessibility despite environmental challenges.
Encouraging Independent Learning
To foster autonomy, I provide additional resources such as online tutorials, university workshops, and follow-up emails with tailored learning materials. Zimmerman (2002) highlights that “students who regulate their learning develop stronger problem-solving skills,” reinforcing the importance of self-directed study.
Reflection and Impact
Implementing these strategies has significantly improved session effectiveness. Students leave with clearer objectives, structured learning approaches, and practical skills applicable to their projects. These methods align with PSF 2023:
- V1: Tailoring sessions to individual needs ensures inclusivity.
- V2: Helping students set achievable goals enhances engagement.
- A2: Flexible teaching methods support diverse learners.
Moving Forward
To further refine sessions, I plan to:
- Improve Pre-Session Preparation: Introduce automated reminders prompting students to specify their goals.
- Enhance Learning Materials: Develop structured video tutorials and quick reference guides.
- Optimize the Learning Environment: Advocate for quieter session spaces.
- Gather Continuous Feedback: Implement post-session surveys to assess impact and improvements.
- Develop a Structured Introductory Session: Create a planned session covering key aspects of Photoshop, Illustrator, and InDesign for students who are unsure of their focus or want an overview of multiple applications.
These enhancements will improve both the structure and impact of my sessions. Encouraging students to define their goals in advance will lead to more efficient use of time, while additional learning materials will provide ongoing support beyond our meetings. Addressing environmental distractions will help maintain focus, creating a more productive space for learning. Regular feedback will allow me to refine my approach, ensuring that sessions remain relevant and beneficial. By prioritizing these improvements, I aim to foster a more effective and student-centered learning experience.
Conclusion
Through my practice, I have developed an adaptive approach that ensures goal-oriented student support. I aim to create an inclusive, engaging, and accessible learning environment. Moving forward, student feedback and additional digital resources will further enhance engagement and learning outcomes.
Bibliography
Advance HE. (2023). Professional Standards Framework for Teaching and Supporting Learning in Higher Education (PSF 2023). Available at: https://www.advance-he.ac.uk/knowledge-hub/professional-standards-framework-teaching-and-supporting-learning-higher-education-0
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
Piaget, J. (1971). Psychology and Epistemology: Towards a Theory of Knowledge. Viking Press.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64–70.
Image Bibliography
Bodea, A. (2025). Learning Goals & Teaching Strategies Diagram [Infographic].