Inspired by the Voicing Fashion podcast project, and more specifically the plan for concept trial, I have run a pilot of a student-run session for which students designed, planed and delivered the session, owning the content plan based on a given brief, and with the guidance and assistance of tutees. Students organised themselves in groups, designed a working plan and adopted different roles within the process of preparing and sharing the contents with the rest of the class. As students owned the end-to end process, there is a wide range of roles and responsibilities which accommodates a diversity of profiles and preferences. For example, a student who might not feel comfortable speaking in public or being recorded can contribute to content planning and preparation.
Timeline
Session 1 (Week 1)
- Idea & Brief Introduction
- The project is introduced, including its purpose and objectives.
- A detailed brief is shared with the students, outlining expectations and deliverables.
- Group Formation & Topic Allocation
- Students are organised into groups.
- Each group selects or is assigned a specific topic from the curriculum.
- Role Allocation
- Roles are assigned within groups to accommodate diverse preferences and strengths. Role allocation is decided and agreed by students and assisted by tutors as needed.
- Content Researchers: Focus on gathering and preparing material.
- Content Planners: Structure the session and organise the flow.
- Presenters/Facilitators: Lead discussions and present the content to the class.
- Support Roles: Technical setup, documentation, or support for facilitators.
- Early Research & Planning
- Groups begin preliminary research on their assigned topic.
- Teams develop a working plan to prepare content for the session.
- Initial guidance is provided to ensure students understand their roles and tasks.
Session 2 (Week 2)
- Group Presentations & Delivery
- Each group presents their planned session to the rest of the class.
- Students take complete ownership of delivering the content, with the tutor acting as a facilitator or observer.
- Feedback & Reflection
- Groups receive feedback from peers and the tutor on their session.
- Reflection activities are conducted to encourage students to evaluate their learning process, collaboration, and the effectiveness of their session.