PGCHE CRJ Week 4: Reflective Teaching Practice & Learning Conversations 2

I should preface this reflection by saying that I have not yet delivered the 20- minute micro teaching session, so what I am reflecting on below is largely hypothetical and based on my contemplation of potential issues. It will be amended once I have delivered the session.

1. What have you learned this week about face-to-face teaching practice in HE?
I have learned while preparing online materials for my module and guest lecture that I struggle a little with oral delivery. I tend to speak quickly and quietly and I anticipate that unless I allow for this in the face to face session, my students may have difficulty following me.

2. How did you learn this?
This was from listening to my own voice on my recordings, several of which I had to re-record. A family member also commented on this.

3. What supported you to do that?
It was possible to re-record audios, but in the actual 20-minute session, I will ask my students at the beginning to prompt me if I am speaking too quickly.

4. What have you learned this week about the practice of supporting student learning in HE?
I am now more understanding of student needs, and have given consideration to the productive nature of tasks.

5. How has your understanding of this changed from doing this week’s topic and activities?
I have learnt a lot from the forum posts of my fellow participants in this course, and the exchange of information and discussion have proven invaluable.

6. What has challenged you about doing this?
Accepting other ideologies and viewpoints. It’s easy to become fixed in one’s thinking without external engagement.

7. What has surprised you?
Some of the techniques employed by my fellow participants, particularly those involved in completely different areas from my own. It’s interesting to see which techniques are portable.

8. What has this taught you about your strengths in your practice in supporting student learning?
I have always been student-focused, but this week has challenged my ideas about what that actually means. I believe I have improved in this area.

9. What actions can you identify from this that you could take to further develop your practice of supporting student learning in face-to-face teaching in the future?
Interactivity between tutor/ student, and between students, should be one of my focuses henceforth. I am interested to find more practical ways to facilitate this.

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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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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:

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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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Ningbo Drawing Circle: a short interview with Ningbo TV

Hiya, here is an update about the short interview Gillian and I had with Ningbo TV. Ningbo Drawing Circle is part of Brew Drawing project. An article for the series of “I am in Zhejiang” covering foreigners live in Zhejiang province, is available though the Wechat article can be found here. And a link to the 3 minutes video in QQ is as follow. Thank you for the volunteers (Agathe, Sarah, Sedat, Mike and Magda), Clotilde and Wery and also the NBTV crew.

Link to the short video (3 mins).

Lastly, the behind the scene pictures:

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DCC18 conference: list of papers

List of papers could be found here:

Bringing artificial intelligence, cognitive science and computational theories to design research. July 2018. Politecnico di Milano, Italy.


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Ningbo Focus November 2017

A little bit something about myself and our life in Ningbo, China. Ningbo is a home of 7 million people, 2 hours away on high speed train from Shanghai, and only an hour away from Hangzhou. Just a hop skip away. Ningbo is good compromise between urban life and nature, and the campus is our home. Matt and I came nearly  5 years ago to the University of Nottingham ( in its China campus. The university has 3 campuses in the UK, China and Malaysia).  After 8 months I decided to pursue a PhD degree, and that is me for the time being 🙂  Ningbo Foreign Ladies Group (NFLG) provides a great support system, thank you Ayleen from NFLG for giving  me the opportunity. And also Ningbo Focus.

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