This post is based on an observation of a session deck rather than a face-to-face session. As such, the level of detail and insight into actual delivery, student engagement, and facilitation techniques is not present. Additionally, as I am not familiar with the broader context of this course, my ability to fully grasp the depth of this brief deck is very restricted. Therefore, the following notes focuses primarily on the clarity, structure, and alignment of the provided content with the intended learning outcomes outlined in the same deck, rather than commenting its effectiveness in real-time. See the observation notes in this link.
The Responsible Design Unit Launch session deck appears to provide a well-structured introduction to ethical, inclusive, and sustainable design principles within the BA Graphic Media Design curriculum. It seems designed to foster critical engagement, creativity, and collaboration, while introducing students to key themes such as Equity, Futures, Ethos, and Systems. The combination of interactive activities, discussions, and reflection-based tasks supports different learning styles and encourages students to critically engage with their own design practice.
However, given that this is a briefing session rather than a content-based instructional resource, this review is necessarily structural, focusing on the clarity and formatting of the slides. Without insight into how discussions unfold, how students engage, or how facilitation supports learning, the observations remain focused on the design of the deck rather than its real-time impact.
Strengths noted:
Strong alignment with learning outcomes
- The session seems to effectively transmit and include all three intended learning outcomes (Enquiry, Communication, and Process) through hands-on activities and discussions.
- The “Becoming Material” and “Collective Library” activities particularly stand out in supporting exploration, articulation of values, and iterative development, which align well with the unit’s objectives.
Engaging and interactive activities
- The “Becoming Material” activity seems to be a unique and immersive way to introduce students to materiality, prompting them to think critically about its history, usage, and implications. The role-playing aspect (first-person narrative) adds a performative and reflective layer to learning.
- The “Collective Library” activity encourages independent research and knowledge-sharing, reinforcing students’ ability to contextualize responsible design beyond their immediate experience.
Clear structure and flow
- The session appears to follow a logical progression, beginning with introductory activities (settling in and welcoming), followed by active engagement (hands-on activities, research, and mind-mapping), then unpacking the unit brief in more detail, and finally concluding with reflective learning and extended discussion.
- Time allocations appear well-considered, ensuring that activities have a clear beginning, middle, and end without feeling rushed.
Encouragement of inclusivity and open dialogue
- The Session Etiquette slide at the beginning appears to set clear expectations around active listening, supportive responding, and inclusivity, which is particularly important given the potentially sensitive topics addressed in responsible design.
- The open-ended and exploratory nature of the activities ensures that students with diverse perspectives can contribute meaningfully.
Engaging slide design
- The slides are well-structured, visually clear, and engaging, making the key information accessible and easy to follow.
- The use of visuals, concise text, and a logical sequence helps maintain clarity while reinforcing the session’s main themes.
This session appears to be well-designed with a thoughtful balance of engagement, discussion, and active learning, making responsible design accessible and stimulating for students as a briefing session.
That said, my observations remain limited due to the nature of the deck provided, which serves as a briefing session rather than a content-based lecture. A more in-depth review would require observation of the live session, student interactions, and facilitation dynamics to fully evaluate its effectiveness.