Category: Peer Review

Record of Observation or Review of Teaching Practice   

Artefacts to be observed/reviewed: Moodle Assignment Guidance for Staff and Students 

Size of student group: N/A 

Observer: Andrada Bodea 

Observee: Gwen Shen 

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 artefact within the curriculum? 

There are two artefacts here. One is a tutorial video designed to guide students through the process of submitting assignments via Moodle. It could be part of an academic skills or digital literacy component within any curriculum to help reduce submission anxiety. The other tutorial video is for staff who may wish to set up a submission portal in Moodle for checking students’ progress, particularly image-based or infographic submissions. 

How long have you been working with this group and in what capacity? 

There are mainly 2 groups in this context – students group and staff group – depending on whether they need this information. Therefore, the length is not applicable here but they are designed based on the feedback from teaching and administrative staff that I worked with previously and the experience dealing with students’ questions before. 

What are the intended or expected learning outcomes? 

Students will understand how to locate, correctly upload, submit their assignments and make changes following institutional guidelines via Moodle. 

Teaching Staff will understand how to create and configure a Moodle Assignment submission, including providing clear instructions and supporting materials to students. 

What are the anticipated outputs (anything students will make/do)? 

Students will submit assignments via Moodle Assignment correctly. 

Staff will create a Moodle Assignment submission point for a formative assessment. 

Are there potential difficulties or specific areas of concern? 

Students may have issues with file size limits or incorrect file formats. 

Staff might overlook important settings, such as enabling the correct feedback types. 

However, both videos do address who to contact separately if there are further questions. 

How will students be informed of the observation/review? 

Not applicable. 

What would you particularly like feedback on? 

I am open to everything that could help me improve the tutorial videos as there will be a new project to re-create them soon. 

How will feedback be exchanged? 

Via this ROT form provided by PGcert teaching team. 

Part Two 

Observer to note down observations, suggestions and questions: 

Online Submission for Students 

The tutorial is well-paced, with clear instructions and an engaging delivery. The voice is clear and easy to follow, making the content accessible to a wide range of learners. A larger cursor is used effectively as an accessibility feature, particularly benefiting users with vision impairments. The animated clicking further helps guide attention to key actions on screen, making it easier to follow along. Maintaining this consistency across all videos would enhance clarity and usability. 

Looking at the “Readable PDFs and Turnitin” video, the side-by-side comparison is well-structured and effectively highlights key differences, reinforcing the main points in a clear and visual way. Where a contact email is mentioned, displaying it on-screen (where applicable) rather than only directing viewers to where they can find it may improve accessibility. Regarding the section on compressing PDFs, it clearly presents two methods while also introducing an institution-approved tool, ensuring that students follow appropriate guidelines and best industry practices. Including contact email for assessment queries in all video intros, positioned below the titles, could further improve ease of access, allowing students to locate it quickly when needed. 

Moodle Assignment for Staff 

The tutorial provides clear guidance on avoiding acronyms in submission titles, ensuring clarity in communication. The step-by-step demonstration of how to add descriptions and titles, supported by examples, reinforces understanding effectively. Explanations of why certain settings should or should not be used are well-reasoned, offering clear justification for the recommendations. As with the student tutorial, including a contact email in the video intros (positioned below the titles) could improve accessibility, making it easier for staff to locate support when needed. The tutorial follows a well-structured and logical flow, presenting the information in a way that is easy to follow and builds confidence in using Moodle for assignments. 

Overall, the tutorials are well-structured, clearly presented, and designed to help both students and staff navigate Moodle with confidence. Features like the larger cursor and animated clicking make the content more accessible, while the step-by-step demonstrations and visual examples are presented in a clear and engaging way. The explanations behind recommended practices are well thought out, making it easy to understand not just how to use Moodle, but why certain approaches work best. Adding small enhancements, like consistently displaying contact information, could further improve accessibility and ease of use. That said, the tutorials already do a great job of providing clear guidance and practical support, making them a valuable resource for the academic community. Personally, I found them very useful and easy to follow. 

Part Three 

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged: 

I appreciate the recognition of the bigger cursor and animated clicking to highlight the focus point, as these elements were intentionally designed to enhance accessibility and engagement. I will ensure consistency in using these features across all tutorial videos to maintain clarity and usability. 

The suggestion to display contact emails address in the video is a valuable recommendation. I will implement this change to improve accessibility when reviewing and updating it, ensuring that students and staff can quickly find support when needed.  

Overall, I will act on the feedback by maintaining accessibility features, adding visible contact details where applicable, and ensuring consistency in presentation. These enhancements will further improve the tutorials, making them more user-friendly and supportive for students and staff. 

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.

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.