Year: 2025
Type: article
Abstract: In United Kingdom (UK) higher education (HE), there are systematic challenges to integrating theory with practice and thus supporting learners to become confident and self-motivated professionals in the creative industries. The pedagogical issues that we are addressing aim at creating independent learners in animation practices throughout our student body. This case study profiles our inclusive approach to education across three levels: on a micro-level, we present a personalised approach to tutorials and feedback; on a meso-level, we developed targeted instruments for dissertation support; on a macro-level, we refined our curriculum to become more integrated, scaffolded and inclusive. Our multi-layered support strategy embraces individual student voices, tacit knowledge and the sense of ‘mattering’. Specific focus is given to students with additional learning needs. Our paper illustrates the success of our student-centred approach. Our method yielded significant results including the 100% success rate of our graduates. By imparting this scaffolded personal support approach, we intend to make our teaching and support practices more accessible to other educators.
Authors: Oliver Gingrich, Ryan Flynn, Julie Watkins
Institution: University of Greenwich
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4417037325