Textile Resource Online Guide by gabyion

VIEWS: 10 PAGES: 28

									Textile Resource Online Guide

Evaluation Report

October 2006



Veronika Kapsali

Materials Collection

London College of Fashion




                            1
Contents

1.   Executive summary                                   pg 3
2.   Project background                                  pg 4
3.   Evaluation aims                                     pg 5
4.   Materials & methods                                 pg 6
5.   Findings
     5.1 Website statistics                              pg 7
     5.2 Online feedback                                 pg 8
     5.3 Interviews with user groups                     pg 9
     5.4 Tutor Workshop                                  pg 12
6.   Discussion
     6.1 Usability                                       pg 13
     6.2 Quality of content                              pg 13
     6.3 Quality of Internet support                     pg 14
     6.4 Effectiveness of learning tools and resources   pg 14
     6.5 Nature of academic support                      pg 15
     6.6 Recommendations                                 pg 16
7.   Conclusion                                          pg 17
8.   Appendices
     Appendix 1                                          pg 19
     Appendix 2                                          pg 20
     Appendix 3                                          pg 24
     Appendix 4                                          pg 27




                                       2
1. Executive Summary


The purpose of this evaluation is to assess the effectiveness of the delivery of
TROG outcomes, to identify the nature of the support mechanism offered to
academics and to generate a list of recommendations to ensure the improvement of
the resource.


Students and academics from the University of Arts London participated in the user
trials from May to June 2006. Participants were asked to explore TROG and
comment on their experience. Data was compiled through website user statistics,
online feedback forms, and user group interviews, comments from the tutor
workshop were also assessed.


The findings reveal that TROG is a valuable resource that supports learning in
textile technology and enables students to engage in self directed learning. The
resource optimises the quality of independent learning, especially through web
based research, by enabling the individual to access relevant material sooner.
Students were reluctant to engage in self assessment exercises however, the
academics identified that they could function as evidence of independent learning
and improvement of knowledge.


The resource supports academics with the delivery of textile technology as part of
the curriculum. The resource functions as a point of reference for students to revise
material taught in lectures. TROG also helps bridge gaps in learner knowledge
created by inaccurate notes and missed lectures. In addition, the facility offers
access to specialist aspects of the subject not included in the program of study.


The recommendations suggested were the currency of the content is maintained;
newsletters informing learners on new technology and sustainability are issued
every term and seasonal reviews on textile trends are provided. In addition, user
ID’s to be incorporated into printouts, more images, the on-line notebook facility to
host international characters, more WWW links and information on leather, were
also suggested.


                                        3
2. Project Background


The Textile Resource Online Guide (TROG) is a pilot web based resource
designed to support learning in the field of textile technology. The project was
founded by Dr Julia Gaimster who, as a result of her doctoral research,
identified that fashion and textile design students were experiencing great
difficulty in using the web as a research tool and advancing their learning in this
subject.


The TROG website has been designed to enable students to engage in self
directed study, to evaluate their own levels of knowledge and understanding in
the field and to provide support to academic staff in the delivery of textile
technology within the curriculum.


The development and completion of the TROG pilot is the result of a two year
project jointly funded by ADM-HEA and the London Institute’s Innovation Fund.
A select range of textile, fashion and pedagogy specialists from the University
of Arts London (UAL) community, were enlisted to identify and develop the
resource’s content. UAL’s IT Research and Development Unit (ITRDU)
undertook the web design, construction and visual identity.




                                        4
3. Evaluation Aims

The evaluation of the TROG resource is the final stage of the pilot project. The
aims of this document are:


      •   Evaluate the effectiveness in the delivery of the outcomes set out in the
          project’s proposal1.
              o Development of a web based resource to support learning in
                  textile technology.
              o Enable students to engage in self-directed learning and self-
                  assessment.
              o Support academics in the delivery of textile technology as part of
                  the curriculum.
      •   Identify recommendations for improvement of the resource.


In order to fulfil the aims of the evaluation, the following key themes were
identified for investigation:


      •   Usability
      •   Quality of content
      •   Quality of support in web research
      •   Effectiveness of learning tools and resources
      •   Nature of academic support
      •   Recommendations for improvement




1
    A breakdown of the TROG aims and objectives is provided in appendix 1


                                               5
4. Materials & methods

The data for the evaluation was obtained from the following sources:


   •   Website user statistics
   •   Online feedback questionnaire
   •   Interviews with user groups
   •   Other source (Tutor Workshop)


The pilot trials were conducted during the summer term of academic year 2005-
06. The period elected for this stage of the project proved to create limitations
in the collection of data for evaluation; this was mainly due to the lack of
participant availability. During the summer term, students are in the final stages
of their projects and the academic staff was mainly occupied with the end of
year assessments as well as organising the graduation shows and exhibitions.
However, the data collected was considered adequate to fulfil the objectives of
the evaluation.


All trials were unsupervised, and conducted at the convenience of the user to
ensure that the participant’s experience of the resource was objective.
Statistical analysis was applied to data obtained from both online feedback and
website usage.


The interviews were recorded using a mini-disc recorder, then transcribed into
a word document. The comments were grouped in terms of questions asked
and concepts emerging. A summary was created based on this structure.


The comments generated during the tutor workshop were also taken into
account because they proved to be very constructive in terms of the pedagogic
function of the resource. The key points were noted down during the day’s
events and compiled into a summary.




                                        6
5. Findings

This section will provide summaries of the data collected from each source.


5.1 Website statistics


The web statistics yield information on page usage and the number of
individuals that are registered users


                  top 10 pages                  Hits
                  Manufacture                   2141
                  Home page                     1568
                  User account                  1243
                  Raw materials                 1236
                  Past present and future       850
                  Sourcing textiles             811
                  About the guide               806
                  Education and careers         587
                  Feedback survey               350
                  Help                          175


Number of registered users 87?




                                            7
5.2 Online Feedback


The trial group was composed of 2 academics (33%) and 4 students (67%) who
trialled and completed an online evaluation form at their convenience2. The
users were asked to explore the site and comment on their experience; no
further instructions were given.


The users were asked to list the type of information they were seeking from
TROG, the following breakdown was compiled:


                           33% Just browsing
                           17% Future and technical textiles
                           17% Trade show information
                           17% Practical techniques


67% of users found that information on the topic they were researching was
included in the contents of TROG. Of that percentage, 17% were satisfied with
the information they found, 67% needed to conduct further research and 17%
were not sure. The content was assessed as intermediate by 50% of user, 33%
found the content to be basic and 17% advanced.


The users were asked to comment on their experience of TROG tools and
learning resources; 83% used the Definition tools and found them very helpful,
clear and easy to understand. 67% tried the Quizzes and found that they were
easy to use and beneficial to learning. A distinction between the level of the two
types was identified; the Drag and Drop version was considered basic and the
Cross word advanced. The Notebook facility was trialled by 50% of the
participants who found it a useful tool for keeping notes and revising.


The learning resources were trialled by 33% of the participants, who found
them easy to understand and useful but could prove time consuming for full
time students. 85% of users followed links to the WWW and 67% found them


2
    A breakdown of the raw data from the user trials is available in appendix 2.


                                                  8
useful.


The users were asked where they usually obtain information on textiles, the
following list was compiled:


      •   Library & library resources: Journals and Trade publications, Materials
          collection
      •   Internet
      •   Retail
      •   Lecture notes
      •   Peers
      •   Galleries and museums
      •   Trade-fairs


Participants were asked if they found the resource easy to use. 83% answered
yes and the remaining 17% did not answer. The opportunity for further
comment revealed that the overall impression of the resource was useful,
informative, well presented and easy to use. It was felt that TROG provides a
structured environment for students with basic knowledge to acquire necessary
information and for intermediate/ advanced students, an opportunity to revise
existing knowledge.


5.3 Interview with user groups


Both tutors and students were involved in the interviews and were asked similar
questions to the ones posed in the online questionnaire. The participants had
been asked to examine TROG prior to the event, no other instructions were
provided. The focus groups provided an opportunity to discuss the role of
TROG to greater depth3.


The group was asked to describe the nature of their TROG inquiry. Some users
had just browsed while others investigated practical techniques and information


3
    Transcription of user group interview is available in appendix 3


                                                  9
on technical textiles. The participants felt that TROG provided a good overview
and the information available was very useful, although some of the content
could have gone into more depth, the users felt that they had obtained enough
information to pursue independent learning in their chosen subjects. This
included the necessary vocabulary and tools to research on the web.


Users found the information on practical techniques extremely useful; one
participant found the advice on how to make the most of trade fair visits very
beneficial. Other key aspects were information on sourcing, definition tools,
links to the WWW and the spider diagrams.


‘I wish had come across it earlier; it would have really benefited my project.’
student participant


The group found the vocabulary easy to understand and they appreciated the
lack of academic language, which they usually find alienating.


When asked about using the various tools and learning resources the
participants found the notebook a valuable and timesaving feature but the
general consensus was that students don’t engage with extra activities such as
quizzes unless ‘they had to’.


The group was asked to describe how they go about researching textiles for
their projects. The participants refer to the library’s resources for information on
various aspects of traditional textiles and the Internet for research into future
and advanced textiles. They use the library’s material collection and industry
catalogues for sourcing textiles they would like to use in their projects, but
actually purchase fabric from local retail outlets. Students also visit exhibitions
for information and inspiration.

The participants were asked to describe what impact they believed TROG
would have on their research. It was mainly felt that time spent on assessing
information generated from search engines such as Google, would be saved.
Participants believed that TROG would enable them to use their research time


                                        10
more effectively because they would obtain relevant information sooner. They
also felt that TROG would benefit from more links to WWW.


The participants highlighted that TROG is a beneficial resource for ongoing
learning in textiles as it supports information obtained from lectures and offers a
space for reflection on taught material.


The practice of browsing TROG was considered a subconscious learning
experience that is enhanced by condensed collections of information such as
the spider diagrams used in various areas of the resource. Participants also felt
that TROG could provide them with support in learning aspects of textile
technology that are not taught as part of their course. This is mainly in the field
of technical textiles and new developments.


The difficulties students experience when interacting with the textile industry
was also discussed. The lack of necessary vocabulary forms a barrier between
students and suppliers often resulting in the student being ignored or rejected
by professionals. The participants felt that TROG offers a great support in this
situation and can help bridge the gap by enabling students to communicate
professionally with suppliers.


The discussions highlighted the fact that students need interaction with textiles
for both learning and inspiration, and therefore suggested a link with the
library’s material collection.


The overall impressions of the participants were that the resource is well laid
out, easy to use and informative with clear, straightforward links. The site is
user friendly with a practical layout that makes TROG accessible to users who
are not particularly familiar with information technology.


The participants recommended that TROG be regularly updated. The group
warned that students would stop using the resource if they realised that the
content was not current. Textiles are also a source of inspiration for learners
and they would like to be made aware of current issues that would excite or


                                           11
inspire them such as sustainability, new technology and seasonal reports on
textile trends. The participants agreed that a newsletter would be an effective
way to attract student’s attention and should be released every term. The site
would also benefit from more pictures in the practical techniques sections.

5.4 Tutor Workshop



The tutor workshop conducted in April 2006 was also an important source of
feedback4.


The tutors felt that TROG should be used at the start of every project and would
be an essential research facility. TROG could also function as an ongoing
learning support tool because students can return to it for reference as often as
they liked. This would enable the revision of taught materials; they could use it
to cross reference their course/lecture notes and also bridge gaps in knowledge
from missed lectures. TROG also provides as space for reflection and would
benefit students with language difficulties. It was suggested that the notebook
facility was altered to accommodate foreign characters.


The tutors felt that the self-assessment exercises could function as evidence of
research and demonstrate knowledge acquired from self directed learning. It
was suggested that if the student name or id was included in the print out of the
completed task then it could function as evidence of completion.


The tutors recommended the creation of a discussion forum for students and
staff to contribute resources and links.


It was also noted that information on leather and accessory was omitted.




4
    Notes from tutor workshop are listed in appendix 4


                                                12
5 Discussion

This section will take each point of the evaluation aims and discuss the
outcome based on the findings.


5.1 Usability


The findings reveal that TROG is a user-friendly web resource. Participants
found the layout and design of the website practical and easy to navigate. The
links between pages were considered clear and straightforward. The users also
found the resource’s strong visual identity appealing. A testimony to the
success of the layout and structure of the resource was that some users, who
claim to have limited IT skills, found TROG accessible and easy to use.


The content was also considered accessible to learners independent of their
existing knowledge on the subject. Both basic and advanced learners were able
to engage with the content, this was mainly due to the simplicity of the
language used. The group commented on the absence of academic writing,
which they often encounter in technical publications. Another contributing factor
was the accessibility of the Definition tool, which enabled quick reference for
term clarification.


5.2 Quality of content


The overall assessment of the level of the resource’s content was considered to
be intermediate. Users felt that TROG offered them relevant, key facts on the
subjects they were interested in. A small percentage felt they had acquired all
the information they needed from the resource and commented that the
resource could offer more in depth information. However, the same individuals
felt confident in conducting further research on their own because TROG had
provided them with enough tools (in the form of definitions, concepts and links
to other sources) to enable further self directed learning.




                                        13
5.3 Quality of support in web research


User confidence in conducting research on the Internet, having used the TROG
resource, was high; participants felt they had obtained key definitions and
concepts to conduct effective searches on the Internet. Most of user trial
participants followed some of the recommended WWW links provided by TROG
subject specialists and found them useful.


The findings suggest that the resource’s impact on the quality of web based
independent learning is significant. The provision of key subject knowledge
coupled with a scaffold that offers strategic guidance has enabled learners to
improve the quality of their information seeking skills. This is mainly realised
through the optimisation of time allocated to web based research. Learners feel
that they are able to access relevant information sooner and therefore have
more time to engage and incorporate the new materials into the context of their
own work.


5.4 Effectiveness of learning tools and resources


The Definition tool was the most popular among the pilot users; they found it
very valuable aspect to the resource. The Notebook facility was also
considered a very useful tool. Students felt that storing notes on the website
could save time in subsequent visits because it would help direct them to
relevant parts of the resource. Learners can also print their notes and
incorporate them into their own body of research. However, some users found it
difficult to use and stated that more instructions would benefit the use of the
notebook facility.


The self-assessment and learning tools were least popular with students and
many users commented that they would not use them unless they had to. This
is mainly due to the fact that the learners feel that their course work is very
demanding of their time



                                      14
5.6 Nature of academic support


Findings suggest that TROG offers valuable support to academics in the
delivery of textile technology as part of the curriculum. The resource provides
learners with practical information on various aspects such as sourcing textiles,
visiting trade fairs and communicating with suppliers. TROG also offers access
to specialist knowledge not included in the curriculum such as new technology
and sustainability. TROG also functions as a reference point for learners to
revise their lecture notes as well as bridge gaps in knowledge generated by
missed lectures.


The self-assessment exercises were unpopular with the students however; the
academics identified them as an opportunity for demonstration of knowledge
gained and self directed study. In order for this to succeed, it was proposed that
the user ID be included in the printouts.


TROG was valued as both an important research facility and a space for
ongoing learning. Both students and academics agreed that the resource
should be used at the beginning of each project as a source of inspiration and
information alongside visits to libraries, galleries, exhibitions etc. Most
participants stated that they would revisit the website to improve their
knowledge of textile technology. TROG functions as an informative resource to
students with basic knowledge of textiles while in the case of advanced
learners, the resource represents an opportunity for revision of information
obtained from lectures and independent pursuit of specialist aspects of the
subject.




                                        15
5.7 Recommendations for improvement

  •   Notebook facility to host international characters.
  •   User ID to be included in self assessment printouts
  •   Keep content up to date.
  •   Term newsletters on issues such as technology and sustainability.
  •   Seasonal reviews of textile trends.
  •   More pictures.
  •   Discussion forum for staff and students.
  •   More links to WWW.
  •   Information on leather.




                                       16
6. Conclusion

The findings suggest that TROG is valuable resource that supports learning in
textile technology. Users have access to a wide range of information on textiles
and the subject’s context in industry. The resource presents learners with a
unique opportunity to experience the global nature of the industry while offering
access to knowledge such as the characteristics and properties of materials
used in textiles, the manufacturing process and supply chain. Learners are also
provided with a structured environment that enables the development of
research and independent learning skills. In addition, TROG assists students
with the development of essential professional skills that include sourcing and
communicating with suppliers and manufacturers.


TROG is a user friendly and accessible resource that enables students to
engage in self-directed learning. This is mainly due to the structure of the
website and the simplicity of language used. The resource can be accessed
from any personal computer with an active Internet connection and can be used
at the learner’s convenience.


The ongoing learning support is delivered through a structured environment
that enables students to engage in independent learning. Participants found
TROG to be an essential research tool as well as a space to reflect or revise
taught material. Interestingly, the interviews revealed that TROG optimises the
quality of self-directed study by enabling learners to access key, relevant
material in the initial stages of their efforts. This is especially noticeable in
research conducted on the Internet.


The majority of learners rejected the opportunities for self-assessment; this was
attributed to the demanding nature of their coursework. Students felt the tasks
were time consuming and would not engage in these activities unless it was
part of their project requirements. Interestingly, the academics identified the
value of these tools as evidence of self directed learning. Recommendations on
how this could be enabled were suggested.


                                       17
The findings reveal that TROG offers valuable support to academics in the
delivery of textile technology within the curriculum. The resource functions as a
reference point for students to revise material taught in lectures while bridging
gaps in knowledge that may be created through inaccurate note taking or
missed lectures. TROG also offers access to specialist aspects of textile
technology that are not included in the curriculum; key areas emerging from the
data are new/ future technology and sustainability issues.


The pilot was received with great enthusiasm from both students and
academics; the participants felt that TROG is a vital resource that is an
essential tool for learners in textiles and fashion. They recommended that the
content be updated regularly; newsletters are issued every term commenting
on topics such as new technology and sustainability, seasonal textile trend
reviews, the incorporation of a discussion forum, information on leather, more
pictures and links to WWW. It was also recommended that the user ID be
incorporated in printouts and the on-line notebook facility to host international
characters.




                                       18
Appendix 1


TROG Aims, Objectives

Aims
•      To develop a web based learning resource to support learning in the
       field of textile technology.
•      To enable fashion and textile students to engage in self directed study
       and to evaluate their own levels of knowledge and understanding in this
       field.
•      To support academics in the delivery of textile technology within the
       curriculum.
•      To evaluate the effectiveness of the resource.


Objectives
•      A search facility and context sensitive help.
•      Online formative and self- assessment.
•      Textile dictionaries, glossaries and sample documents that will enable
       learners to access the correct terminology to undertake sourcing
       activities.
•      Information that will enable users to source textiles appropriate to the
       product group and season.
•      Links to textile journals and suppliers of key texts.
•      Subject       specific   information    related   to   the   performance   and
       characteristics of different product groups.
•      Trade show and supply chain information that prepares them for the
       transition to industry.
•      Tools that enable the learner to build their own knowledge base
•      A quality controlled gateway to fibre and fabric information on the
       Internet




                                              19
Appendix 2

User trials online questionnaire results
User Info
67% student 33% staff
75% students in first year


Was TROG easy to use?
83% yes 17% no answer


What was the nature of the enquiry?
   •   general quality of information
   •   Future fabrics, technical inventions, hydrochromic chemicals
   •   General information.

       Mainly checking the site out to see what kind of information that would be available
       since it was my first visit to the site.

       However, I was hoping to find information about fabric suppliers, tips on how to
       approach them and where to find contact details for them, but that was mainly because
       it had not been explained to me what kind of information that would be available, I
       assumed that it would be more practically related to the Materials Collection.
   •   trade show information
   •   textile techniques and methods of construction


Did user find the information they were looking for?
67% Yes
17% No
17% Don’t know
Did users feel like they needed to conduct further research?
67% Yes
17% No
17% Don’t know


How the users assessed the level of the content
33% Basic
50% Intermediate
17% Advanced




                                             20
Did the users use the definition tool?
83% Yes
17% NO
Comments
   •   very helpful, useful when completeing crosswords
   •   very useful, compact
   •   very useful, clear and easy to understand

       Liked the way the whole list of definitions came up when clicking on one item within a
       list
   •   Good. Clear and easy to understand.

       But, I did bump in to a routing error; the 'Textile Supply Chain' definitions were mixed
       up with the 'Trade Show' definitions.
   •   i.e. helpful
   •   helpful and a good idea to put all definitions together as appose to through the main
       text


Did the users complete the quizzes
67% Yes
33% No
Comments
   •   The quiz were basic and easy to use.

       The cross words are more for an intermediate user.

       Both would benefit learners
   •   i.e. fun
   •   fun, informative, good test of knowledge on website
   •   Some of them more useful and fun than others. Some more basic than others. Maybe
       there should be different levels?

       Wordsearch for example, where you just cross off words from a list in a grid is not
       particularily useful as you tend to just be interested in finding the words and actually
       forgetting about the meaning/context.

       Some of the exercises are also quite alike, i.e. repetitive throughout the site.

       If you are stuck in a quiz there is no 'quick' option to see the right answers, but you
       have to go back and look for it... I don't know if this is good or bad though?
   •   word search

       very simple slightly pre school?
   •   i.e. fun


Did the users follow any links to WWW?
83% Yes
17% No
Did they find them useful?



                                               21
67% Yes
17% No
17% NA


Did you use any of the learning resources?
33% Yes
50% no
17% Don’t know
Comments
   •   very easy to understand, and quick to complete.
   •   i.e. easy to understand
   •   very useful, easy to understand
   •   Probably later though, seemed like they might be helpful, fun, interesting, but learning
       activities are possibly time consuming for a full-time student?
   •   i.e. easy to understand
   •   i.e. easy to understand


Did you use the notebook?
50% Yes
50% no
Comments

   •   I didnt knew how to work with it
   •   Very useful tool, makes taking and editing notes easy
   •   Good for saving things that you are particularily interested in/want to go back to later. A
       little bit like bookmarking, but with the option of adding a note, which is good.
   •   i did visit the notebook page and it looked simple enough to use
       its very handy for picking up notes althought i would usually copy notes onto a word
       document and save it to my computer so i know its always there and its easy to get
       hold of
   •   i.e. a little complicated


How do you usually conduct textile research?
   •   Various sources:
       Library

       Web links

       Journals
   •   I visit the shops in Berwick Street

       I contact copmanies over the PV contact book

       Web to look for suitable fabric mills

       fairs/markets
   •   Read trade publications and web sites



                                               22
  •   Materials Technology lectures and classes. From teachers and friends. On the internet.
      In books. Materials Collection. Fabric retailers.
  •   the mmu Library, google (internet)
  •   visiting museums and gallerys, use the internet and books from library


Any comments
  •   Would be useful to have a print option at the end of the quiz page.
  •   I find it something very useful. It could go into more details, have more information and
      links to companies.



      But great work, well done!
  •   Website is well presented, enjoyable and easy to use, very informative and a good
      place for students to familarise themselves with terminology and basic information
      before doing further research.
  •   A really good and informative tool. It would have been really useful at the beginning of
      the first year, or at least the second term when materials choices, sourcing and testing
      becomes a bigger part of the course.

      As a first year PDDFI student we have been told about most of the content on the site
      by now (third term). But it is obviously really good as a reminder-tool and the
      information is clear and concise. The fact that it is one collected gateway where you
      can find more resources (tips on good books and websites) is really helpful!

      I would possibly like more information on how to approach suppliers and where to find
      contact details for them. Possibly also more information on different countries.

      Overall: GREAT!

      Thank you very much for setting this up!
  •   there is a spelling mistake

      on the bottom of the word search page

      'are'

      unless its some crazy latin word you have used insted of

      i cant spell anyway ha




                                             23
Appendix 3

Summary of user group interviews
1. Overall impressions

   •   Well laid out
   •   Easy to use
   •   Detailed
   •   Useful
   •   Practical
   •   Clear links
   •   Straightforward
   •   User friendly
   •   Great layout and graphics

‘Wish had come across it earlier, would have really benefited my work’ student
comment

Especially
  • Sourcing info
  • Keywords
  • Links to www
  • Spider Diagrams

2. Nature of TROG enquiry

   •   Future developments in textiles
   •   Functionality of technical textiles
   •   Practical info in sourcing
   •   Just browsing
   •   Embroidery techniques and definitions

3. Were your findings satisfactory?

   •   TROG gave a good overview, could have gone into more depth
   •   I went on the web and found more info; TROG helped web search
   •   Used resources keywords for web search; very helpful
   •   Yes trend info also had a section on how to behave at exhibitions such
       as pv. Very useful
   •   Info on techniques very useful

4. Did you feel that TROG provided enough vocabulary for web search?
    • Definitely
    • Yes, on first impressions
    • Yes

5. How do you usually conduct research into textiles?
    • Online for more cutting edge unusual textiles


                                      24
   •   Library for more traditional
   •   Retail
   •   Industry catalogues
   •   Materials collection
   •   Industry magazines
   •   Exhibitions

6. Do you think TROG will make a difference to your research time?
    • Yes, it will boost research in the right direction
    • Possibly, but you will end up spending the same amount of time but
      doing more relevant research
    • I will always refer back to it to improve my knowledge of textiles even if I
      am not working on a project
    • More organised, time saved from not having to sift through thousands of
      useless info on web
    • It would be quicker because of weblinks

7. How familiar were you with the content?
    • Basic, not written academic language, easy to understand
    • Don’t get many definitions from lectures
    • Some
    • Not alienating
    • Elaborate not complex students with no knowledge can access
      information

8. Did you use any of the tools?
    • Note book is fantastic
    • Wouldn’t do cross words and quizess unless I had to.
    • Note book is useful; you can include websites and key infoso you don’t
       have to go through the whole website again

9. Any comments?
    • How often is it updated? Students will stop using it if it is not updated
    • It should have trend info
    • Be updated every term
    • Have news and articles; newsletters possibly
    • Accurate trend info is important
    • Current issues in textiles need to be brought to our attention; such as
      sustainability so that we can get exited/ inspired

Emerging concepts/ issues/ suggestions
  • It is important to have real interaction with textiles for learning and
     inspiration
  • It is difficult to get sample lengths from suppliers, retail is a substitute
  • TROG should have a direct link with the materials collection
  • Students lack necessary vocabulary to interact with industry
     professionally; they are often ignored and not taken seriously.
  • More links to web
  • Browsing is also a subconscious learning experience



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•   Condensed information such as the spider diagrams support
    subconscious learning
•   Lectures cover wide range of aspects and students have to rely on their
    notes; trog offers a stable and trustworthy source to refresh memory,
    check notes against
•   TROG should be used in every project
•   There is not enough information on technical textiles from other sources
•   Techniques could benefit from more pictures




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Appendix 4

Other sources: Tutor workshop

  •   Self assessment quizzes currently on two levels drag and drop is basic
      cross word is advanced
  •   Add ‘David Spencer’s Knitted technology to advanced key texts
  •   Can students print off self assessment exersises with their name on the
      page to prove they completed it
  •   Self assessment can also be included into portfolio or research work –
      demonstaration of knowledge build up, self directed study
  •   One function of TROG is the revision of taught material – they can check
      their course/ lecture notes against content
  •   Also bridge knowledge gap if they miss lectures
  •   TROG provides the space to reflect what they have learnt in lectures
  •   Add to questionnaire if student has been directed by a lecturer
  •   Beneficial to students with language problems
  •   The notebook could have an option for foreign characters
  •   TROG is a resource that students can go back to for reference as many
      times as they like
  •   TROG can be used at the start of every project
  •   Possibly create a discussion forum where students and staff can
      recommend resources and links
  •   Information on leather and accessories missing




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Contact details:


Veronika Kapsali
Materials Collection
London College of Fashion
20 John Princes Street
London
W1G 0BJ
v.kapsali@fashion.arts.ac.uk


02/05/2007




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