Jen Deakin

This chapter presents a reflection on the professional journey from graphic designer to teacher, and ultimately to course leader and advanced practitioner. It explores how a background in a creative subject shapes the approach to teaching, emphasising the significant role of artistic expression in education and its profound impact on student learning.The narrative explores the unique challenges and opportunities inherent in teaching a creative discipline, highlighting the dynamic and evolving nature of this field. Part of the chapter is dedicated to coaching and mentoring experiences,particularly as an advanced practitioner. It discusses the challenges and rewards of supporting other teachers in developing their pedagogy, addressing the common obstacles teachers face and the strategies employed to help them navigate these challenges. The chapter reflects on the reciprocal nature of mentoring, underscoring how these experiences contribute to professional growth. The importance of peer learning and professional development is emphasised, along with the crucial role of feedback in fostering a growth mindset among educators and students. Personal experiences with giving and receiving constructive feedback are discussed, illustrating how this process shapes teaching practice and professional development. Finally, the chapter highlights the power of reflection in developing professional practice. Specific reflective practices that contribute to growth as an educator are shared, and the importance of fostering a reflective mindset in both students and colleagues.

Co-authored publication "Developments in AI" with the Sixth Form Colleges Association (SFCA).

This research evaluates AI's effectiveness in reducing administrative burdens for teachers and enhancing teaching methodologies. The research highlights the effectiveness of AI tools in automating content delivery, enhancing learner interaction and offering personalised education support. The findings discuss AI's promising applications in education and the necessary considerations for its responsible deployments.

Co-authored publication "Developments in AI" with the Sixth Form Colleges Association (SFCA).

Virtual reality has existed for some time, however it has been slow to take off in educational settings. The problem we face is that the technology is perceived to be in it's immature stages, and is not well understood by all. Future intensive development and collaboration between teachers and VR developers, could lead to refined programs that are designed for traditional classroom environments and are tailored to meet the demands of students and teachers. Integrating new technologies in education is critical for teaching Generation Z who expect digital technology to be integrated into the way they learn, collaborate and share knowledge. In order to gain a more comprehensive understanding of what educators hope to gain from VR as well as what challenges they face, a literature review was undertaken. This review drew on evidence of the learning affordances of VR, and explored if the technology has the potential to transform the way we learn and teach. Later, an action research project was developed involving a sample group of 10 students who took part in a 6-week YR project to generate 30 design work for their final major project. The study yielded positive results suggesting that VR can improve learner's motivation, engagement, enjoyment and wellbeing.

The competitiveness and competency of the UK workforce depends on the preparation of the future labour-force. The education system recognises the importance of equipping students with the knowledge, skills and behaviours needed for progression and careers, to bridge the gap between Further Education and learners’ next steps. Responsibilities of Further Education providers have become more complex and multidimensional, and policy requires providers to place emphasis on connecting with employers and facilitating work-based learning. For employer engagement to function effectively, the system requires strong partnerships between a range of stakeholders: learners, providers, businesses, local community and other organisations. The expectations and contributions of all require careful planning, coordination, management and evaluation. This paper reviews relevant literature to discover the key principles of employer engagement, and provides a practical example of how partnerships have been built at a Further Education college within the Graphic Design curriculum. It uses mixed methods to collect data from employers on how we can bridge the skills gap, followed by action research leading to data collected from learners that measures the impact of employer engagement activities on their knowledge, skills and motivation to progress. The overall findings indicate that engagement creates a well-balanced curriculum, improves motivation, enhances progression opportunities, and allows for a smoother transition between education and the world of work.