IP UNIT: REFLECTIVE REPORT – PARTICIPATORY VIDEO BASED INTERVENTION TO SHARE BEST PRACTICES ON INCLUSION 

Posted on 15th July 2025 by Claudia Nuzzo

“By giving a voice to local ideas and opinions, marginalised groups can present themselves as active citizens.” 

(Rodriguez, 2004) 

This report presents my proposal for an intervention that supports intersectional social justice, drawing on theories of inclusion. It also offers a critical reflection on the decisions made and the challenges faced throughout the process. 

What are the challenges that I am trying to tackle with my intervention? 

There is a lack of reflection on how to create more inclusive spaces in higher education. When inclusion policies are developed, they often follow a top down approach, where decisions are made by a small group of senior staff or experts. As a result, these policies do not always reflect the views and needs of the wider community. Important voices are often left out of the consultation process, such as hourly paid lecturers, administrative staff, technicians, and students. 

Context and methodology 

I teach within the Journalism department at London College of Communication (LCC), where the staff team and students are highly diverse, including individuals from a wide range of cultural, linguistic, and educational backgrounds. While this diversity is a strength, it can also create challenges during complex discussions, particularly for those whose first language is not English or who experience barriers to written communication. 

Some members of staff and students identify as neurodivergent and may find alternative forms of expression, such as drawing or video, more accessible and effective. This intervention proposes the use of two inclusive methodologies: participatory video and rich picture mapping. 

Participatory video is a collaborative process in which participants plan, film, and edit their own short video narratives. It enables people to share their experiences visually and collectively, creating space for dialogue and reflection (Shaw and Robertson, 1997).  

Rich picture maps are hand drawn visual tools that help individuals explore complex systems through symbols, sketches and text. This method offers a creative and non linear way of thinking and communicating (Checkland and Scholes, 1990). 

This approach recognises that “the need to account for multiple grounds of identity when considering how the social world is constructed” (Crenshaw, 1990, p.1245) is key to building meaningful inclusion. By allowing for alternative forms of communication and storytelling, the intervention addresses overlapping forms of marginalisation across race, gender, language, and neurodivergence. 

What do I want to change with my intervention and why? 

My intervention aims to support the implementation of UAL’s inclusion policies by making the decision-making process more democratic. It proposes a wider and more inclusive consultation within the UAL community to reflect on the challenges and share possible solutions for inclusive practices. 

The goal is not only to propose new responses to current issues, but also to collect and share examples of inclusive practices that already exist at the LCC journalism department, to inspire positive change in other departments and colleges. 

From my experience on the PgCert course and conversations with staff and students across UAL, it is clear that many good practices already exist. However, these are often limited to small groups or individuals and are not shared widely. This intervention could help fill that gap. 

I believe the proposal is applicable beyond my department, as the participatory video methodology has been proven to work in many academic and non academic contexts. It is flexible and can be adapted to explore different challenges. It also aligns with my teaching, as it supports a solution journalism approach that focuses on presenting constructive responses to social problems. This encourages positive actions. 

Reflecting on my positionality, I will lead the project starting from my experience. I have been working with participatory video for more than ten years and I am the Co-director of Cobra Collective, an organisation that uses visual methods to promote social justice worldwide. Although I have used this methodology in several international contexts, this will be the first time I explore it within higher education at LCC. I believe this will be a valuable learning opportunity. 

My intervention proposal – The participatory video workshop 

I propose to run a two-day participatory video workshop (three hours each) for 15 to 20 representatives from the LCC journalism department community, including directors, lecturers, technicians, the admin team, and students. 

The final output will be a short video created collaboratively, capturing participants’ reflections, challenges, and proposals to build a more inclusive environment. 

“Participatory video encourages a process of inquiry and critical thinking, allowing participants to experience investigating and learning about their situation to draw key conclusions.”  

(Asadullah, 2012) 

Session one will start with a presentation of the workshop’s goals, followed by icebreakers to build trust. We will then agree on group rules to create a safe and respectful space. Next, participants will be introduced to the rich picture mapping technique. This activity will help them reflect on key challenges and explore solutions visually and collectively. These ideas will form the basis of a simple video script, which may include voice overs, interviews, and direct messages to the camera. A call to action might also be included, where participants invite colleagues or decision makers to help bring change. 

In session two, the group will film and edit the video using mobile phones, tripods, microphones, and open source editing software. The process promotes dialogue and reflection, as participants decide together how the story should be told. 

To guide the workshop, I will propose reflective questions such as: 

What does inclusion mean to you? 

What are the challenges in creating inclusive spaces in the journalism department? 

What best practices are already in place? 

What new proposals would you like to see implemented? 

What do you need to make these changes happen? 

Starting with the question “What does inclusion mean to you?” opens up a space for personal insights and creates an inclusive starting point. This encourages openness and makes room for multiple perspectives. 

Action – How do I propose this intervention be used? 

Once produced, the video can be shared through UAL’s internal newsletter. A screening at LCC could be organised, followed by a discussion with the senior management team. This would help share the video’s messages across departments and could influence institutional decisions. 

As a pilot, the method could be replicated across other departments and colleges. To support wider adoption, a handbook could be developed to guide others in applying this methodology in different contexts. 

Reflection and theory that inspired my intervention 

The feedback from peers and my tutor was very useful in refining the intervention. A key question from a peer was about how the physical layout of the room could support accessibility. This led me to plan for a wheelchair accessible venue with tables placed in circles to encourage group work. I also decided to include a quiet space where participants could take breaks if needed. 

My tutor asked how I would create a safe space and support different types of participation. This led me to include an activity at the start where participants could express how they prefer to take part. 

Participatory video allows for flexible forms of contribution. Participants can be involved by brainstorming, drawing, adding notes to the shared script, recording audio, filming, or speaking on camera, depending on what feels most comfortable. 

If participants prefer to speak in their own languages, subtitles in English can be added. This reflects Crenshaw’s (1990) call for recognising intersectional barriers and creating truly inclusive spaces. 

People with hearing impairments can contribute by writing or drawing. Blind participants may prefer to record audio. The aim is to ensure that everyone has a way to contribute that works for them. This will be explained clearly at the start and repeated throughout. 

Some of my peer’s feedback confirmed ideas I had already considered. For example, breaking the workshop into two sessions was important to allow enough time for editing and participation. I also expanded the time for brainstorming and mapping on the first day. 

Harris (2020) notes the importance of “creating spaces where quieter voices can emerge on their own terms”, which helped reinforce my decision to include alternative forms of communication. These quieter voices might not emerge in meetings but can flourish through drawing or voice recording. 

Feedback also helped shape the idea of creating a handbook to support scalability and help others implement the method independently. 

Evaluation of process 

To evaluate the impact of the workshop, I will facilitate a short reflective discussion at the end of the session and invite participants to share anonymous written feedback. I will also follow up informally with attendees in the weeks after to gather thoughts on how the experience influenced their practice. These reflections will inform the handbook and future iterations of the project. I would also look at how many proposals were made, and whether any were implemented at LCC or UAL. This would help assess the impact. 

Conclusion and next steps

This intervention helped me reflect on my dual role as a teacher and as a participatory video facilitator promoting inclusion. I bring experience in participatory video, but I also learn from my students and colleagues every day. The next step will be to propose this approach and methodology to my manager and journalism course director, and apply for the UAL Teaching and Learning Fund or the Social Purpose Innovation Fund.

By creating spaces that welcome different communication styles, we can build more inclusive learning and working environments. This process has reaffirmed my belief in participatory methods as powerful tools for social justice and positive change in education. 

References  

Asadullah, M.N., 2012. Participatory video: a tool for empowerment and evaluation. University of Sussex. 

Checkland, P. and Scholes, J., 1990. Soft Systems Methodology in Action. Chichester: Wiley. 

Crenshaw, K., 1990. Mapping the margins: Intersectionality, identity politics, and violence against women of colour. Stanford Law Review, 43(6), pp.1241–1299. 

Cobra Collective, 2020. Video tutorial No. 1 – What is participatory video?  Directed by C. Nuzzo. Available at: https://vimeo.com/397994533 [Accessed 15 July 2025].

Harris, K (2022) ‘Embracing the Silence: Introverted Learning and the Online Classroom’, Spark: UAL Creative Teaching and Learning Journal, Vol 5 Issue 1, pp 101-104. 

Rodriguez, C., 2004. The revolution will not be televised: participatory media in the struggle for social change. In: A. Amado, ed. Civic Discourse and Cultural Politics in the Americas. Albany: SUNY Press. 

Shaw, J. and Robertson, C., 1997. Participatory Video: A Practical Guide to Using Video Creatively in Group Development Work. London: Routledge. 

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UNIT 2 INCLUSIVE PRACTICE – BLOG post 3 RACE

Posted on 20th June 2025 by Claudia Nuzzo

The Equality and Human Rights Commission (2019) found that racism continues to exist across UK higher education, despite the presence of equality policies and the Equality Act 2010. Sadly, this is no surprise. Compared with my own country, Italy, where we are still far from solving this issue, I can see that in the UK there is at least an effort to address it. 

The UAL Anti Racism Action Plan (University of the Arts London, 2021), created after consultation with students and staff, seems to me a good starting point to open discussion and move in the right direction. The plan aims to increase the representation of BAME staff and to embed anti racism within leadership accountability. It includes mandatory race equity training for all staff and students and the creation of a unified platform for reporting racial harassment. It also commits to decolonising the curriculum and closing awarding gaps for BAME students. 

However, when racism is embedded in society, it is not easy to remove. Academia, like many institutions, reflects the society it exists within. The UAL Anti Racism Action Plan risks remaining just words on paper if we do not take responsibility and turn it into action. 

What can I do as a lecturer to make this happen? There are many actions I can take, and I am already taking some steps in this direction. For example, I try to avoid a western centred approach in my teaching, and I work towards fairer forms of assessment that reflect the diverse backgrounds of my students. 

Reading Bradbury’s (2020) article The case of bilingual learners and assessment policy in England made me reflect more deeply. She explains how assessments like the Reception Baseline Test, delivered only in English, overlook the cultural and linguistic knowledge of bilingual children and often treat language difference as a lack of ability. This bias can follow learners into higher education. The topic of writing using the “right” language is quite challenging in the journalism department where I teach, as we have international students who do not have English as their first language. 

Beyond the single actions that would need more time to be discussed, I think what matters is to stand on the right side and be an active anti racist. This is important because the first step is to have the courage to speak up not just for myself, but also for my students and colleagues when I see something wrong. This might sound obvious, but it requires both knowledge and courage. 

Acknowledging that I have limits, that I might carry unconscious bias and stereotypes, is part of this journey. I need to keep reading, asking questions and listening to better understand the needs and feelings of others. 

This point is also raised by Sadiq (2023) in his TED Talk on Diversity, Equity and Inclusion. He says, “I have never been offended by someone asking me a question, but I have been offended by someone making an assumption of what my needs are.” This idea really resonated with me. 

It is something I have highlighted in a previous blog post, where I stressed the importance of empathetic communication as the only way to build understanding and work in the direction of non racist academia. 

References 

Bradbury, A., 2020. A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England. Race Ethnicity and Education, 23(2), pp.241-260.

Equality and Human Rights Commission (2019) Tackling racial harassment: Universities challenged. Available at: https://www.equalityhumanrights.com/ (Accessed: 19 June 2025). 

Sadiq, A. (2023) Diversity, equity and inclusion: Learning how to get it right. TEDx Talk. Available at:https://www.youtube.com/watch?v=HR4wz1b54hw (Accessed: 19 June 2025). 

University of the Arts London (2021) UAL Anti Racism Action Plan: Summary. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0032/296537/UAL-Anti-racism-action-plan-summary-2021.pdf (Accessed: 19 June 2025). 

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INTERVENTION DRAFT – A PARTICIPATORY VIDEO WORKSHOP TO EXPLORE BEST PRACTICES AROUND INCLUSION 

Posted on 27th May 2025 by Claudia Nuzzo

This is a 5-hour workshop designed to explore the challenges and solutions around the meaning of inclusion. The aim is to identify and share best practices that can benefit the UAL community and other human resources communities. 

Representatives from different groups will be invited to take part in the workshop, including teachers, technicians, the admin team and LCC students. 

Participatory video methodologies will be used to reflect on the challenges and solutions related to inclusion. What does inclusion mean for students and staff? What are the challenges in creating inclusive spaces? What best practices are already in place at LCC? What more should be done to support a more inclusive teaching and learning environment? 

The workshop will begin with a short introduction on how to produce a simple script to capture everyone’s ideas. Participants will then film and edit a short video together using a mobile journalism kit, including phones, small tripods and a microphone. 

The final video could be used as a form of video mediated dialogue. The higher management team would be invited to watch the video and record a short video using their phone in response, outlining how they plan to act on some of the ideas or requests raised by the LCC community. 

The video could also be shared with the other five UAL colleges to encourage further discussion on the topic. As this could be seen as a pilot project, it may also be replicated across the five other UAL colleges so that each college can share its views. Best practices could then be brought together in a final screening and discussion event, where university policymakers would be invited to take part. 

I have years of experience facilitating participatory video projects with people from different countries and diverse backgrounds. It would be valuable to explore this process within higher education and in a creative environment such as LCC. 

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UNIT 2 INCLUSIVE PRACTICE – BLOG post 2 FAITH

Posted on 20th May 2025 by Claudia Nuzzo

Photo by Claudia Nuzzo

In this picture, which I took in Oromia, Ethiopia in 2012 while working on journalistic research about women’s rights, you can see a girl with her mother consulting a gynaecologist. It was a volunteer service set up to support women and children experiencing health issues caused by sexual mutilation. I believe this was the first time in my life that I truly acknowledged my own stereotypes around religion. 

Coming from a Christian background, it was difficult to accept that this practice was perpetuated equally by Christians, Muslims and people from other religious traditions. There was no direct connection to religion in this practice, and yet it was still happening, even though it had been officially banned and made punishable by the Ethiopian government. 

This brings me to the topic of intersectionality. These were women first, and before being seen through the lens of religion, they were already discriminated against. My research led me to think that this was a form of control and domination over women, deeply rooted in the framework of a patriarchal society which, unfortunately, we all live in, no matter which country we come from or what our faith is. 

Travelling and leading many participatory projects in different countries, I feel I have become a good listener when it comes to learning about other faiths. It is important to acknowledge that there are many different faiths and beliefs, and they all need to be respected. According to the 2020 to 2021 UAL survey, our students come from a wide range of religious backgrounds and hold a diversity of beliefs.  

However, what concerns me most is that certain beliefs or interpretations of religion can become harmful to others and limit human rights and freedom. 

What if a student believes that being part of the LGBT+ community goes against nature, and feels entitled to discriminate against a staff member or a peer? Or believes that men should have more freedom or more rights to make decisions for women?

It is difficult to draw a clear line between what is right and what is wrong in these cases. On one hand, everyone should be free to follow their own faith and beliefs. On the other hand, those can sometimes lead to violence and discrimination.

It is also true that we can fall into stereotypes and make assumptions about other people’s faith or religion, which can also lead to discrimination.

In her 2022 article When Faith Intersects with Gender, Ibtihal Ramadan explores the experiences of Muslim women academics in higher education. I was not surprised to read that their faith and gender can lead to discrimination, isolation or misunderstanding from colleagues and institutions. Ramadan calls for greater awareness and understanding in universities, in order to create more inclusive environments. She argues that recognising the role of faith alongside gender is essential to supporting the wellbeing and professional growth of Muslim women in academia. 

But how can we create safer and more inclusive environments? 

Religion professor and activist Dr Simran Singh, in an interview for Trinity University, touches on an important point in trying to navigate this challenge: 

“If we can try to understand where people are coming from with empathy, we can communicate in a way that is constructive rather than destructive.” 

I believe there is no other way to navigate this complexity than through nonviolent communication. Marshall Rosenberg open his book A Language of Life with a poem by Ruth Bebermeyer to reflect on the importance of the words.

I feel it is essential to explain to students that we can hold different beliefs or perspectives, and still respect other people’s views. As non violent communication teaches us, the key is not to judge, to listen with empathy, and to make clear requests that can help improve relationships. 

I also think it is important to be aware of our own position, the stereotypes we might have, and to reflect on how faith connects with other parts of our identity and the identity of others. This kind of awareness can help us communicate better and build spaces that feel truly safe and inclusive. 

References 

Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. Available at: https://blogs.lse.ac.uk/religionglobalsociety/2022/09/islam-women-and-sport-the-case-of-visible-muslim-women/(Accessed: 20 May 2025). 

Ramadan, I. (2022) ‘When faith intersects with gender: the challenges and successes in the experiences of Muslim women academics’, Gender and Education, 34(1), pp. 33–48. 

Rosenberg, M. (2015) Nonviolent Communication: A Language of Life. 3rd edn. Encinitas, CA: PuddleDancer Press. 

Singh, S.J. (2016) Challenging Race, Religion, and Stereotypes in Classroom. Available at: https://www.youtube.com/watch?v=0CAOKTo_DOk (Accessed: 20 May 2025). 

University of the Arts London (2022) Equality, Diversity and Inclusion Annual Report 2021/22. Available at: https://www.arts.ac.uk/?a=389423 (Accessed: 20 May 2025). 

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UNIT 2 INCLUSIVE PRACTICE – BLOG post 1 DISABILITY

Posted on 29th April 2025 by Claudia Nuzzo

“If we give all people the opportunities to shine, the sky is the limit.” 

Paralympian, television presenter and author Ade Adepitan said that what disables people is not their impairments, but the society around them. It is the discrimination built into our systems. When buildings are not accessible, or when employers avoid hiring someone because meeting their needs seems too difficult, that is discrimination. 

Intersectionality, a term introduced by lawyer and activist Kimberlé Crenshaw, along with the concept of positionality, can guide how we teach and learn. 

These ideas help us see the different layers we have, the power relationships that affect people, and make us more aware of our own conscious and unconscious biases. This is especially important when we work with students or colleagues who face challenges that we may not fully understand. 

Lukkien, Chauhan and Otaye Ebede (2024) looked at 38 studies from 1990 to 2022 to see how intersectionality is used in higher education. They focused on staff who belong to more than one marginalised group, like those affected by race, gender, class or disability, as they often face extra challenges. The authors say universities should use an intersectional approach in all their decisions and policies. This means thinking about different types of discrimination together, not one at a time. They also point out that there is no one-size-fits-all solution. Each university should respond to its own situation and the real experiences of its people. 

The animated video on disability from UAL is a powerful example of how society should look like. It shows a circle that opens to include different shapes and ways of being. This is how I believe universities, and the wider world, should work. A place where everyone feels they belong. 

Trans man activist Chay Brown highlighted that what is inclusive for disabled people is beneficial for everyone. His message underlines the importance of building a more inclusive world, showing that inclusive practices improve life not only for disabled people but for the entire society. 

As a lecturer in journalism, I have been reflecting on how my own identity both supports and limits my work with students, particularly those with disabilities. To explore these ideas further, I created a mind map, which I believe will be a useful tool in developing my teaching practice moving forward. 

REFERENCES

Adepitan, A. and Webborn, N. (2020) Nick Webborn interviews Ade Adepitan. ParalympicsGB Legends [online video]. YouTube, 27 August. Available at: https://www.youtube.com/watch?v=bnRjdol_j0c [Accessed 29 Apr. 2025]. 

Crenshaw, K. (n.d.) Intersectionality and Gender Equality [online video]. YouTube. Available at: https://www.youtube.com/watch?v=-DW4HLgYPlA [Accessed 29 Apr. 2025]. 

Crenshaw, K. (n.d.) Intersectional Feminism [online video]. YouTube. Available at: https://www.youtube.com/watch?v=ROwquxC_Gxc [Accessed 29 Apr. 2025]. 

Crenshaw, K. (n.d.) National Urban League Demand Diversity Emergency Session on DEI [online video]. YouTube. Available at: https://www.youtube.com/watch?v=vG3buxRIslQ [Accessed 29 Apr. 2025]. 

Lukkien, T., Chauhan, T. and Otaye-Ebede, L. (2024) ‘Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality’, British Educational Research Journal [online]. Available at: https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.4096 [Accessed 29 Apr. 2025]. 

University of the Arts London (UAL) (n.d.) The social model of disability at UAL [online video]. YouTube. Available at: https://www.youtube.com/watch?v=mNdnjmcrzgw [Accessed 29 Apr. 2025]. 

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CASE STUDY 3 – CLAUDIA NUZZO 

Posted on 31st March 2025 by Claudia Nuzzo

Case Study 3: Assessing learning and exchanging feedback 

Contextual Background:  

I provide written feedback to BA and MA journalism students as part of my full-time role at LCC. This is my first time offering feedback in a UK higher education context, requiring me to adapt to new expectations and practices. 

In this case study, I focus on second-year BA students enrolled in the Advanced Audiovisual Unit, which is holistically assessed. Students are required to produce an audiovisual journalistic portfolio, and my role is to provide written feedback and a final mark based on the UAL assessment criteria: knowledge, process, communication, and realisation. 

A key challenge with second-year students is that this is their first experience of receiving a final mark. As a result, they tend to focus more on passing the unit and achieving a good mark rather than engaging with feedback and the learning process. Turner (1984) noted that for many students, passing exams is their primary educational goal. This trend can be traced back to the rise of capitalism and industrialisation, which introduced competition for desirable social roles. Patricia Broadfoot, in The Social Purposes of Assessment, explores how these historical influences have shaped students’ perceptions of assessment. This context challenges me to provide meaningful feedback that shifts their focus towards learning. 

Evaluation : 

The first adjustment I made was refining my communication style. Coming from a southern Italian background, I tend to be direct, which was reflected in my feedback. However, given the multicultural nature of UAL, with students from diverse socio-economic backgrounds, I adopted a more formal and indirect approach to ensure inclusivity and avoid discomfort. This improved communication and engagement with my students. 

Additionally, I integrated principles from Nonviolent Communication (NVC) into my written feedback, a method I had previously applied in workshop facilitation but not in higher education. Inspired by Marshall Rosenberg’s Words Are Windows or They’re Walls, I focused on four key aspects: observing without judging, expressing feelings to build connection, addressing needs and learning goals, and making actionable positive requests. While I am still refining this approach, I have already noticed improvements in how students engage with my feedback. 

Despite these efforts, some students continue to struggle with understanding the purpose of feedback and remain primarily concerned with their final mark. 

Moving forwards: 

Through PgCert course and experience and discussions with colleagues at UAL, I have identified several ways to further improve my feedback approach: 

  • Align feedback more explicitly with assessment criteria : I will ensure my feedback clearly links to the specific assessment criteria. A useful resource to share with students is UAL’s Take 5 video on assessment criteria: 

https://www.arts.ac.uk/students/stories/take-5-uals-assessment-criteria.

  • Encourage student involvement in assessment: I will ask students how they prefer to be assessed and explore the integration of self-assessment. This approach could be particularly beneficial for neurodivergent and introverted students, ensuring they feel comfortable and engaged with the process. 
  • Offer one-to-one sessions for feedback clarification: While I am already available for student queries upon request, I will make it clearer that I am happy to discuss feedback in one-to-one sessions. This will help address misunderstandings and reassure students about their progress. 

By implementing these strategies, I hope to enhance the impact of my feedback in the future. 

References 

Broadfoot, P. (1996) ‘The social purposes of assessment’, in Education, assessment, and society: a sociological analysis. Buckingham: Open University Press, pp. 19–38. 

McDonald, J.K. and Michela, E. (2019) ‘The design critique and the moral goods of studio pedagogy’, Design Studies, 62, pp. 1–35. 

Rosenberg, M.B. (1995) Words Are Windows or They’re Walls: A Presentation of Nonviolent Communication. Create Your Life-Production. 

Turner, J.C. (1984) ‘Failure and defeat as determinants of group cohesiveness’, British Journal of Social Psychology, 23(4), pp. 303–314. 

UAL Resources and Guidelines for assessment 

University of the Arts London (n.d.) Assessment and feedback resources. Available at: https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/resources/assessment-and-feedback (Accessed: 25 March 2025). 

University of the Arts London (2024) Supporting inclusive and developmental crits: A guidance for staff at UAL. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0019/451180/Crits-Guidance-Sep-2024.pdf (Accessed: 25 March 2025). 

University of the Arts London (2022) Compassionate feedback: Ideas for prompting reflection on compassionate approaches to feedback. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0025/381364/Compassionate-feedback-prompts_Final_November-2022-3.pdf (Accessed: 25 March 2025). 

University of the Arts London (n.d.) Take 5 – UAL’s Assessment Criteria. Available at: https://www.arts.ac.uk/students/stories/take-5-uals-assessment-criteria (Accessed: 25 March 2025). 

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CASE STUDY 2 – CLAUDIA NUZZO 

Posted on 31st March 2025 by Claudia Nuzzo

Photo by Claudia Nuzzo

Case Study 2: Planning and teaching for effective learning 

Contextual Background 

I teach Audiovisual Practices to first, second, and third-year BA Journalism students. In this case study, I will focus on second-year students who choose the audiovisual pathway. This group is smaller than the first year (about 20 students), allowing for a more tailored approach. However, they attend long sessions (10 AM–5 PM) that combine theory and practice. The challenge is keeping them engaged so they return after the lunch break. 

As this is the second year that I teach this Unit, I had the chance to evaluate the effectiveness of my approach and find some strategies to navigate this challenge in the current year. 

Evaluation 

Planning sessions with a good balance of theory and practice has proven effective in keeping students engaged throughout the day. I make sure my lecture slides are short, clear, and include illustrations and video examples, as students tend to engage more with visual content. During sessions, I ask questions to encourage critical thinking and keep them from getting distracted by phones. I also give two short coffee breaks, one in the morning and one in the afternoon. Whenever possible, I incorporate group practical activities that start before lunch and continue in the afternoon, requiring students to produce a final video to share. This helps motivate them to return after lunch to have feedback. While these strategies have improved engagement, some students still do not return after lunch, and others struggle to stay focused. 

Moving forwards  

Include more icebreaking activities 

Rather than starting immediately with morning lectures when students are usually very sleepy, I will include a short ice-breaking, energising activity. I believe this will help foster social interaction, create a stronger sense of belonging, and improve overall group engagement. A more connected and comfortable class atmosphere should enhance participation in group work. 

Allow more space for self-reflection and tailor my teaching to Introverted students  

As an extroverted teacher, I tend to have an energetic approach and strongly favour group work. However, I have realised that my instinct to fill gaps with information or questions may not always benefit introverted students, who might need more time for independent processing. 

In the article “Embracing the Silence” by Karen Harris, I found valuable insights about the importance of rethinking participation. Harris argues that silence is not a lack of engagement but can be a powerful space for deep thinking and learning. She challenges the idea that active participation always means verbal contribution and suggests that pressured participation can be counterproductive. Instead, embracing moments of silence can help students process information at their own pace. 

Moving forward, I will integrate structured silent reflection time into my sessions, allowing students to absorb ideas before responding. Additionally, I will make greater use of digital tools or post it for those that prefer written contributions.  

Share more about my work as a practitioner and my passion 

As a practitioner, I have worked on many international projects that I believe can inspire students. I want to share more of my personal experiences and passion for my work, as this can help spark their interest and improve engagement. Bringing real-life examples from my professional journey can make learning more engaging and relatable. 

Give more explicit injections of self-esteem 

I believe in a teaching approach that focuses on students feeling valued and capable, inspired by Carl Rogers. I already apply this in my feedback, but I want to express my belief in their potential more clearly during lessons. By giving more encouragement and recognising their progress, I hope to boost their confidence and motivation to participate. 

References  

Harris, K (2022) ‘Embracing the Silence: Introverted Learning and the Online Classroom’, Spark: UAL Creative Teaching and Learning Journal, Vol 5 Issue 1, pp 101-104. 

Rogers, C.R. (1969) Freedom to Learn: A View of What Education Might Become. Columbus, OH: Merrill. 

TeachHQ Carl Rogers: Humanistic Education Approach. Available at: https://teachhq.com/article/show/carl-rogers-humanistic-education-approach (Accessed: 17 February 2025). 

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CASE STUDY 1 – CLAUDIA NUZZO 

Posted on 31st March 2025 by Claudia Nuzzo

Photo by Claudia Nuzzo

Contextual Background 

I teach Audiovisual Journalism to third-year BA students who are working on their Final Major Project and have chosen the audiovisual pathway. Approximately 15% of these students have Individual Support Agreements (ISAs) under the Equality Act 2010 definition of a disabled person. In this case study, I will focus on strategies to improve my teaching for students presenting neurodivergence, particularly those with Attention-Deficit/Hyperactivity Disorder (ADHD) and those who do not have a diagnosis but experience similar difficulties. 

Evaluation 

In my observation of BA students with ADHD, I noticed they might present a non-linear creative mind but can struggle to stay focused and feel overwhelmed without clear instructions. They can be disorganised, have difficulty planning ahead, and as a result, miss deadlines. 

Due to privacy regulations, I cannot access details about students’ conditions, but I can review the disability service guidelines, which, while useful, are often generic. To better understand their needs, I have informal one-to-one conversations in class to identify areas where they need extra support for their portfolio. 

I also help them create a plan with deadlines that suit them, letting them choose whether to draw or write their schedules. A clear timeline can reduces stress and gives them more control over their workload. 

Using mind maps and drawings helps them work in a more structured way. Since video editing is key in this Unit, I ensure they know how to use labeling and color-coding features in editing software to stay organised. 

While this approach supports students with ADHD, it does not fully address those without an official diagnosis. 

Moving forwards 

I will stay in closer contact with the disability office and attend some courses. Emma Price is my key contact for advice on better supporting students. I plan to reach out to her more often, especially if I suspect a student may have undiagnosed neurodivergence. I am also planning this year to attend some courses offered by the disability service which will be useful to improve my knowledge of this topic. 

I will continue learning from experienced colleagues. I have already learned a lot from colleagues with years of experience teaching students with ADHD. My manager, in particular, showed me how structuring sessions with clear outcomes helps neurodivergent students stay engaged. She also encouraged me to upload learning materials online in advance, as students with disabilities often benefit from extra time to review them. I have found this simple yet effective and will incorporate it more into my practice. 

I will continue informing my practice with specific readings. For instance, I previously observed differences in how ADHD can manifest in male and female students. While males often exhibit more physical hyperactivity, females tend to express it more through language. I was not sure if this was merely my perception or if it had a scientific basis. I found my answer in Sandra Rief’s book How to Reach and Teach Children with ADD/ADHD, where she confirms these tendencies and offers practical advice. 

In Freedom to Learn (1969), Carl Rogers argues that teachers should act as facilitators rather than enforcers of knowledge. I apply this by fostering a learning environment based on trust, flexibility, and individual needs, which is particularly valuable for students facing ADHD-related challenges. 

I will propose a peer mentoring program aimed at creating awareness about ADHD address to all students. 

We could invite some volunteers, students or former students, to share their knowledge and coping strategies they have developed at university. This could be really helpful, as students often trust their peers more than tutors and might feel more comfortable sharing their challenges with them. This mentoring program will benefit both students with and without ADHD. 

References 

Rogers, C.R. (1969) Freedom to Learn: A View of What Education Might Become. Columbus, OH: Merrill. 

TeachHQ Carl Rogers: Humanistic Education Approach. Available at: https://teachhq.com/article/show/carl-rogers-humanistic-education-approach (Accessed: 17 February 2025). 

Rief, S. (2005) How to Reach and Teach Children with ADD/ADHD. 2nd edn. San Francisco: Jossey-Bass. 

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ROT 03 – CLAUDIA NUZZO

Posted on 31st March 2025 by Claudia Nuzzo

Frame extracted by Hanger in Los Angeles (Nonny de la Peña​)

Record of Observation or Review of Teaching Practice  

Session/artefact to be observed/reviewed: Slides for the two-hour session on “Immersive Journalism” Unit Critical Perspectives/MA AudioVideo journalism 

Size of student group: Six students 

Observer:  Karen Matthewman 

Observee: Claudia Nuzzo 

PART 1 (CLAUDIA) 
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? 

The MA Journalism programme has three different pathways: Arts and Lifestyle, Social Justice, and Audio Video Journalism. The Audio Video pathway aims to provide students with both practical and theoretical knowledge, equipping them to find work in the journalism industry with a focus on audiovisual production. 

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

I am a lecturer. I have taught this group of students for one year.  

What are the intended or expected learning outcomes? 

By the end of the session the students should be able to: 

– Define immersive journalism and its historical development. 

– Identify key technologies used in immersive storytelling. 

– Distinguish between VR, AR, 360-degree video, and MR. 

– Critically assess the benefits and challenges of immersive 

journalism. 

– Explore emerging technologies and future trends. 

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

Students need to write an essay for this unit to critically reflect on one or more of the topics explored during the course. 

Are there potential difficulties or specific areas of concern? 

The students are a very engaged mature group. The main concern is that it is challenging to fully understand these technologies without hands-on experience that is not covered in other Units. I ensured that students had access to a headset and a special screen during the session to view some of the videos I included in my prestation. However, the available time was very limited. Also, the Audio Video pathway is only three years old, and the Unit Critical Perspective was introduced only this year to incorporate more theory for audiovisual students and some improvements in the coming years might be required. 

How will students be informed of the observation/review? 

This will be a retrospective review based on the slides produced for this session. 

I will inform the students in class and the course leader of this review. 

What would you particularly like feedback on? 

I would like feedback on the clarity of the content and structure of the session, but any other feedback is very much appreciated. 

How will feedback be exchanged? 

Via video call and e-mail 

PART 2 (KAREN) 

Observer to note down observations, suggestions and questions: 

Claudia and I met online to discuss this interesting and innovative session which had both a presentation and a practical /experiential focus. 

You started by explaining the context of the session to me. You stated that with your very specific area of expertise you were asked to do this session, and it needed all the materials developing for the first time this year in a very cutting-edge area of study/ practice. 

This was the first time you had designed and delivered it so you knew it was not perfect, but had to produce something under significant time pressure and cover the learning outcomes. You were also very clear that students would not have a proper experience without trying the headsets to experience the contents of the lecture, so made sure the session also had a practical element. This proved logistically difficult with all the building constraints. 

I found the slides to be visually appealing and informative. I wondered with the length of the session whether the presentation could be broken up with more interactive moments- e.g. using short quizzes through something like Mentimeter. I also suggested that some of the content might be presented in a blended/ flipped way prior to the session so that the session time with you and the cohort could be more interactive and less presentation-focused.  

We also discussed the images you used, and you said that you wanted to find more appropriate images for the slides for the next time you deliver it, as time pressures meant you had to use stock resources, and you would prefer to tailor the visuals reflecting your own expertise in photography. I found the visuals good and clear, but I understand with your industry knowledge you might want to enhance them. Please also check for accessibility with all your slides as you work on them.  

You said the timing was difficult. For the next session you would like to extend the Headset practice session a little. Despite it being a fairly long two sessions, the practical session felt rushed. This was exacerbated by a long trek through the building from the upper heights of the tower in LCC down to the studio for the last part. We talked about timetabling and how it really can negatively impact the student experience. We discussed whether, timetable permitting, it would be possible to have a space much nearer the studio for the presentation/ discussion section.  

I wonder too if some of the instructions for the VR could be shown in an instruction video prior to the session so it is just a quick refresh needed when they go into the room in order to save a bit of time/ add expertise too. This would also help students with ISAs and other learning needs.  

For a first time teaching this session, it seems like you really captured the students’ imagination and are going to be leading in a very new field of study. I liked your reflections on possible changes. I also liked your critical view of some of the ethical issues surrounding this kind of journalism. I would love to hear how the next iteration goes when you teach it again.  

PART 3 (CLAUDIA) 

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

To enhance my session on immersive journalism based on Karen’s feedback, I plan to incorporate more interactive elements, such as short quizzes using Mentimeter. I have never used it before, but I think it would be a very useful tool to break up the presentation and improve student engagement. I could use Mentimeter to check students’ understanding of the different technologies used in visual journalism or to gather their opinions on ethical issues. 

I will also provide some content in advance so that the live session can be more discussion-based and interactive.  

In terms of visuals, I aim to replace stock images with photographs that I produce myself. I have already started creating some of them.  

Regarding accessibility, I already ensure my slides are accessible. However, I will make sure the new visual content is also accessible by providing a description for each image. 

To address timing challenges, I will speak to my manager about extending the VR headset practice session slightly and explore the possibility of securing a space closer to the studio to minimise disruptions.  

The idea of creating a short instructional video for the VR setup to streamline the process and support students with different learning needs is a great one. However, it would be challenging to implement, as it would depend on the headsets available. Each brand may function slightly differently. In the future, if we standardise the equipment by purchasing a single brand, this could become a viable option. 

I believe that incorporating Karen’s suggestions will help create a more dynamic and inclusive learning experience, and I look forward to seeing how these improvements enhance student engagement and understanding. 

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ROT 02 – CLAUDIA NUZZO

Posted on 31st March 2025 by Claudia Nuzzo

Record of Observation or Review of Teaching Practice  

Session/artefact to be observed/reviewed: Slides for the two-hour and a half session on “Immersive Journalism” Unit Critical Perspectives/MA AudioVideo journalism 

Size of student group: Six students 

Observer:  Ellie Sweeney  

Observee: Claudia Nuzzo 

PART 1 (CLAUDIA) 
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? 

The MA Journalism programme has three different pathways: Arts and Lifestyle, Social Justice, and Audio Video Journalism. The Audio Video pathway aims to provide students with both practical and theoretical knowledge, equipping them to find work in the journalism industry with a focus on audiovisual production. 

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

I am a lecturer. I have taught this group of students for one year.  

What are the intended or expected learning outcomes? 

By the end of the session the students should be able to: 

– Define immersive journalism and its historical development. 

– Identify key technologies used in immersive storytelling. 

– Distinguish between VR, AR, 360-degree video, and MR. 

– Critically assess the benefits and challenges of immersive 

journalism. 

– Explore emerging technologies and future trends. 

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

Students need to write an essay for this unit to critically reflect on one or more of the topics explored during the course. 

Are there potential difficulties or specific areas of concern? 

The students are a very engaged mature group. The main concern is that it is challenging to fully understand these technologies without hands-on experience that is not covered in other Units. I ensured that students had access to a headset and a special screen during the session to view some of the videos I included in my prestation. However, the available time was very limited. Also, the Audio Video pathway is only three years old, and the Unit Critical Perspective was introduced only this year to incorporate more theory for audiovisual students and some improvements in the coming years might be required. 

How will students be informed of the observation/review? 

This will be a retrospective review based on the slides produced for this session. 

I will inform the students in class and the course leader of this review. 

What would you particularly like feedback on? 

I would like feedback on the clarity of the content and structure of the session, but any other feedback is very much appreciated. 

How will feedback be exchanged? 

Via video call and e-mail 

PART 2 (ELLIE) 

Observer to note down observations, suggestions and questions: 

Claudias session was well informed and aligns with the intended learning outcomes. It is clearly presented how this session will help the students and including this within the presentation provided clarity and structure from the beginning.  

I enjoyed the fact that Claudias presentation looked at both the positive and negative sides of immersive journalism. In our catch up about the session Claudia mentioned how many students were sceptical about how this type of journalism can be used and therefore purposely showed the good and bad sides to encourage a challenging thought process noting that it is ‘good for the students to question the ethics.’  

The layout of the presentation slide deck was very clear, the slides did not have an overwhelming amount of information on them which allowed Claudia to elaborate on them in person, additionally the presentation itself only took up a portion of the session. Claudia allowed for an hour to an hour and a half for the theory side of the session, which included the presentation and questions and then progressed onto a more practical second half where students go to try some of the headsets, have access to the tech hub and watch one of the example videos in a 360-cinema type room. I think this is a great way of continuing the learning of this subject matter allowing the students to have more first-hand knowledge of how the equipment works but also the user experience which will no doubt inform their professional opinions. 

Claudia checked in with the students to check they were clear and understood the information throughout the session, the class size is small, 6 students, which lends itself well to students opening up and voicing questions and feedback. The session was clearly run well as students feedback was very positive and expressed how they fully enjoyed the session. I think Claudia’s incorporation of practical with the theory for this 3 hour session was a great idea, it kept the students engaged and supported practice based learning. 

A few suggestions I have are: 

  • Could any slides be issued in advance of the session to allow for a more informed discussion throughout the session as students will have been asked to read or watch some resources relevant to the content of the lecture. This could allow for a more in-depth deep dive into the topic within the 3hours. 
  • To include the source material under the quotes of Nonny de la Pena on slide 4 as then the students can trace back to this article/paper if they want to read more around this particular excerpt.  
  • Is there a way to include more testimonials/stories from user experience within your examples such as ‘Hunger in Los Angeles’ and ‘Project Syria’ to show how the use of immersive journalism within these examples was received and how it affected or impacted the delivery of information. 
  • As the outcome of this unit is an essay where they may want to refer to this information about immersive journalism you could possibly include some essay themes or hypothesise possible questions or scenarios that the students may be able to include in their essays to enhance their readings around this topic. Additionally, if past students have written about this topic, you could show an example or except from their essay to support the students understanding of how they can include this information relevant to their required unit outcome. However I am aware this is a new course and this idea should be supported by input from your wider course team and not rely solely on you as it relates to the unit outcomes. 

PART 3 (CLAUDIA) 

To help students engage critically with immersive journalism, I will integrate key suggestions from my colleague Ellie into my teaching. 

Regarding the first point about issuing slides before the session, I already do this. However, it would be useful to ask students to engage with a specific part such as watching Chris Milk’s TED Talk on virtual reality and empathy. Since I will only have time to show a short extract during the session, I believe this might help students start reflecting on the topic in advance. 

I will add source material for Nonny de la Peña’s quotes on slide four so students can trace the original article. This will support their research skills and help them cite sources properly in their essays. 

I will also include more testimonials and user experiences, focusing on Hunger in Los Angeles and Project Syria. First-hand reactions from audiences, journalists and critics might help students analyse how immersive journalism shapes public perception and explore its ethical and practical challenges. 

Since students will write an essay for this unit, I will introduce possible research questions to guide their thinking such as: 

  • How does immersive journalism compare to traditional reporting in generating empathy? 
  • What ethical challenges does virtual reality journalism present? 

These prompts might help them develop strong arguments in their essays as suggested by Ellie. 

Although this is a new course, I believe including examples from past student essays from similar units would be very beneficial. I will need to check with the MA course leader Lucia whether this raises any privacy issues. I suspect we may need to ask for students’ consent, but this seems both feasible and valuable. 

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