PGCHE CRJ Week 3: Learning Design

This week my colleagues and I learnt to critically consider about lesson plan. Here is my Week 3 (Introduction to Learning Design) reflection.

1. What have you learned this week about learning design and session planning?
Key concepts are: learning aims, learning outcomes (Los), students’ background and prior knowledge, differentiation, assessment and feedback strategies to see how far students achieve towards what intended to be achieved stated in LOs and student-centered learning.

2. How did you learn this?
Through the given materials (podcasts, additional reading and other resources) and activities such as reading other peers’ thoughts in forum. In addition, bounced some ideas with friends who have experience on HE teaching. This new knowledge is then inform my decision to carefully constructing a lesson plan, the first draft.

3. What supported you?
The Session Planning Form helped me to think through each considerations, serving as a framework. I found it very useful for somebody who is lacking in terms of teaching experience. Reading peers’ thoughts are also beneficial to put the reading I have done in the context.

4. What have you learned this week about the practice of supporting student learning in HE?
It is worth to spend time to consider the lesson plan and try to contextualise them in a bigger picture (the module, the course, etc) and on anticipated constraints (time, resources, etc). It is more likely that successful learning will be achieved this way.

5. How has your understanding of this changed from doing this week’s topic and activities?
We touched on factoring students’ individual learning styles and levels at the beginning of the course. This week I learned in depth about recognising, communicating and ways to address these different learning situations.

6. What has challenged you?
Planning the session and bearing in mind that it will be able to be executed according to plans. I think this is a growing practice and the more I teach, I will be more conversant on delivering sessions according to my plans.

7. What has surprised you?
Ideally wordings on LOs are more precise rather than vague. The clearer they are, the better they are to facilitate learning. They also need to be observable, measurable and directly relate to the assessment criteria.
Also, what we state in LOs is what requires to pass, not a high grade.

8. What has this taught you about your strengths in your practice in supporting student learning?
To be honest, very sparse. I have not thought about discussed important concepts in depth, although I tried to be putting students’ hat while creating materials and learning activities.

9. What actions can you identify from this that you could take to further develop your practice in the future?
• To obtain more pertinent data of my students
• Having a precise LOs to help me and my students
• Communicate how the LOs are in direct relation to assessment criteria to students
• To incorporate more formative assessments
• To incorporate ways in differentiations such as through the use of: content, process, expected product, and learning environment.

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PGCHE CRJ Week 2: Reflections and reflective practice

1. What have you learned this week about reflection and reflective practice? How did you learn this?
Reflections are useful to improve teaching practice. It can be explored through reflections of our own experience and other colleagues’.

2. What have you learned this week about the practice of supporting student learning in HE?
These incidental matter occurred and observed during teaching practice has fundamental effects of students through the act of self reflections.

3. How has your understanding changed from doing this week’s topic and activities?
Reflections are beneficial not just for educators, but also for students and institutions.

4. What has challenged you?
Finding a systematic analysis to conduct a meaningful reflective practice. Through my peers, I learnt that there is no one-size-fits-all solution, and I believe it is a growing practice.

5. What has surprised you?
Learning from peers provides a strong analytical baseline to inform our own reflective practice.

6. What has this taught you about your strengths in your practice?
Ability to response quickly to a problem, which then any positives and negatives reflections need to be recorded immediately for future purpose.

7. What actions might you take to further develop your practice?
A template which I use for basic self-reflections. Draft of template as follow:
Class’ details (time, place, about the module, aim and objectives of the session, number of students, etc)
Issues arising
How I dealt with the issues
What would I do differently
Additional remarks

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PGCHE Week 1: CRJ (Creative Reflective Journal)

Here is my Week 1 reflection. I used the questions to guide me.

1. What have you learned about the practice of supporting student learning in HE?
There are many aspects to be considered on supporting student learning. The common themes I identified were: 1) understanding learners and appropriate learning styles to develop 2) appropriate learning methods, 3) feedback and assessment of students and also for teachers, which then lead to 4) awareness of quality assurance and 5) understanding of wider HE context.

2. How has your understanding of this changed from doing this week’s topic and activities?
The UKPSF provides a systematic framework to self- evaluate our teaching practice the common themes I have identified, through the A,K and V dimensions.

3. What has challenged you?
Being able to take into account all of these perimeters at the same time without prior knowledge.

4. What has surprised you?
Case study number one on the digital resource list, in a book entitled “The Handbook for Teaching and Learning in HE”. The three major categories lecturers are being appraised are by demonstrating sufficient contribution in terms of: knowledge creation, knowledge dissemination and enabling activities. I was struck with the way these three were classified.
Also diversity of learners is a concept I did not consider before.

5. What have you learned about your own experience and practice of supporting student learning?
My curriculum design skill is in the top list of improvement.

6. In which specific aspects of supporting student learning do you have strong experience?
Possibly in design and planning learning activities, although with my limited experience, there are rooms for big improvements.

7. In which specific aspects of supporting student learning do you think you need to develop stronger experience, knowledge and skills?
Curriculum design, time management, systematic ways to appraise myself and my effectiveness to create suitable learning environment and experience and identifying learners’ needs better.

8. What actions might you take to develop your practice in each of the different aspects you identified for further development?
Continuously use the UKPSF framework to self-evaluate my skills from time to time.


Note: I am undertaking a 30 weeks PGCHE course with Falmouth University, United Kingdom. PGCHE is a British teaching qualification for higher education professionals. In this page I will post my weekly reflections. Stay tuned.


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DEEP Initiative in UNNC

DEEP (Design-Engineering-Engagement-Practicality) initiative is a year long project in University of Nottingham Ningbo China, during academic year 2019-2020. The first semester includes hands-on workshops delivered by contributors, guest talks and second semester will entail facilitation of projects development. Towards the end of second semester, 10 selected projects will be exhibited in a public exhibition. The initiative is open for all undergraduate students.

The initiative is led by Dr Sannia Mareta and I am taking part as an external contributor. Mainly I contribute on delivering design related skills and mentoring.

Supported by 1920 Small Teaching and Learning Development Grant.


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CCNB (Creative Community Ningbo) 2019 exhibition

CCNB is a melting pot of ten designers from ten countries. I exhibited one bamboo installation and two bamboo woven artworks. CCNB (Creative Community Ningbo) is an active community for local and expat artists who currently reside in Ningbo. The exhibition was on for two weeks and CCNB hosted an opening party on 24 May 2019. Thank you all for coming!


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Happy Christmas

This Christmas I made some laser cut baubles, putting my rusty AutoCAD skill to use at last 🙂 Made around 650 of them in total for the Christmas market and personalised orders. 22 meticulous design and A-Z. Anyway, here is hoping for a Merry Christmas and have a fantastic 2019! Cheers.

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PhD project_the interactive abstract and list of output

I would like to share the good news that I recently passed my PhD viva voce examination and I will attend graduation in November 2018. Here is a link to my Prezi, of an interactive abstract. The aim of this short Prezi  is to give a snapshot of the PhD (see embedded video below).

List of publications as part of the PhD journey is as follow, one paper is under submission.

  • Tedjosaputro, M. A. & Shih, Y.-T. (2019). Perceiving Design Processes as Embodied Experience. Research into Design for a Connected World. Springer,21-31.
  • Tedjosaputro, M. A. & Shih, Y.-T. (2018). A visualization tool to investigate the interplay of external and internal processes. International Conference on-Design Computing and Cognition, Springer, 669-686.
  • Tedjosaputro, M. A. (2018). Designing with and without access to externalisations, a summary. In: Huang, W., Williams, M., Luo, D., Wu, Y.-S. & Lin, Y., eds. The 23rd International Conference on Computer-Aided Architectural Design Research in Asia, 2018 Beijing. China Architecture & Building Press, Beijing, 103-108.
  • Tedjosaputro, M. A., Shih, Y.-T., Niblock, C. & Pradel, P. (2017a). Differences in Sketches and Mental Imagery in Ideation Stage of Novice Designers. In: Chakrabarti, A. & Chakrabarti, D. (eds.) Research into Design for Communities, Volume 1: Proceedings of ICoRD 2017. Singapore: Springer Singapore.
  • Tedjosaputro, M. A., Shih, Y.-T., Niblock, C. & Pradel, P. (2017b). Interplay of Sketches and Mental Imagery in the Design Ideation Stage of Novice Designers. The Design Journal, 1-25.
  • Tedjosaputro, M. A. (2015b). Contribution of smartpens to design studies in capturing design process. Interplay 2015. Brisbane: International Associations of Societies of Design Research.
  • Tedjosaputro, M.A, Shih, Y., Pradel, P. & Niblock, C. (2015a). Multidisciplinary design behaviour using sketching and mental Imagery: A literature review and considerations for future research. In: Chakrabarti, A. (ed.) ICoRD’15 – Research into Design Across Boundaries Volume 1. Springer India.

A an illustration of the abstract can be found here:

20180316_poster for abstract

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PhD online program #2-


A short explanation and potential use of the scripts can be found here:

Tedjosaputro and Shih, Y.-T (2018- preprints). A visualization tool to investigate the interplay of external and internal processes. In: Gero, J.S. (ed.) DCC’18- The 8th International Conference on Design Computing and Cognition. Springer.

For the online program #1, click here. It is a study script aiming on generating the very basic linkography nodes and links visualisations. Both program #1 and #2 require .csv templates upon request.

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