Adapting Tutorials Methodologies Promoting Peer Learning and Integrating Diverse Perspectives

Abstract: This study explores the implementation of alternative feedback methodologies in response to increased student enrollment and budget cuts in the MA Animation program at LCC. The proposed approach promotes peer learning and integrates diverse perspectives while compensating for the reduced availability of one-to-one tutorials.

Introduction: In the unprecedented aftermath of the COVID-19 pandemic, the MA Animation program at the London College of Communication (LCC) experienced a considerable increase in student enrollment, necessitating the development of innovative methodologies to ensure students received adequate feedback. In previous years, the program accommodated a maximum of 15 students, enabling extensive one-to-one and group tutorials weekly. However, the traditional tutorial format was no longer sustainable, with enrollment increasing to 50 students per year and simultaneous budget cuts. Consequently, the faculty attended a staff development workshop on Belonging through Compassion, which inspired the exploration of alternative methodologies that emphasize practical aspects of social justice.

Methodology: Several changes were introduced to the feedback process to address the challenges arising from increased enrolment and reduced resources. First, one-to-one tutorials became bookable rather than compulsory, allowing students in greater need of feedback to access support when necessary. Second, the initial stage of peer reviewing was introduced through a simple form in the first term, where students could comment on each other’s work and participate in joint tutorials. Third, to ensure that student progress was closely monitored and issues were identified promptly, group tutorials and formative tutorials were incorporated to facilitate peer learning. Finally, additional tutorial feedback points were created to play a prominent role in the student journey, allowing them to acknowledge past knowledge, patterns, and errors with various stakeholders, including industry professionals, lecturers, recent graduates and fellow students.

Aims: The overarching aim of the proposed changes is to develop a methodology capable of addressing the challenges arising from reduced staff hours and increased student numbers. The approach also seeks to foster a culture of peer reviewing and raise awareness of the differences between universities, other universities, and industry demands. By “deconstructing existing hierarchies and integrating multiple knowledge systems and perspectives”, the program aims to better prepare students for animation’s fast-paced, subjective discipline.

Evaluation:The first term of implementing the new methodologies has been completed at this stage. Group and bookable pastoral tutorials were introduced to support students individually and collectively. Each group tutorial lasted one hour, during which students presented their work, received feedback, and explored solutions together. In the second term, mid-point formative group tutorials were added, with mixed results due to timing and workload issues for students and staff. The upcoming term will introduce “critical friendship” elements to address these challenges, culminating in an informal pre-assessment process that incorporates peer feedback through a series of tutorials.

Conclusion: The initial stages of implementing alternative feedback methodologies have demonstrated promising results in promoting peer learning and integrating diverse perspectives. Although there are areas for improvement, particularly regarding timing and workload management, the approach offers a viable solution to the challenges posed by increased student enrolment and budget cuts. The program aims to develop a sustainable and inclusive learning environment for all participants by continuously refining the methodology and incorporating feedback from students and staff.

AEM and Attainment Team, University of the Arts London (2022) Compassionate feedback

AEM and Attainment Team, University of the Arts London (2022) Decolonising Curriculum and Pedagogy

Costa, A. L., & Kallick, B. (1993). Through the Lens of a Critical Friend. Educational Leadership, 51, 49-51.