Session/artifact to be observed/reviewed: Ruby Setup_FINAL_edit.mp4 LASER CUTTER machine tutorial.mp4
Size of student group: N/A- open access, online guide
Observer: Kayalvizhi Jayavel– Senior Lecturer and Course Leader| B.Sc DSAI |CCI UAL
Observee: Jess Ball
What is the context of this session/artifact within the curriculum?
Introducing the students to the laser cutters and Trotec Ruby, the laser cutting software. This video guide is to go alongside/ be used before an in-person appointment.
How long have you been working with this group and in what capacity?
As the tutorial is online for all to see as well as on QR codes within the workshop, it is for whoever desires it. Students from all courses and year groups use the 3D workshop.
What are the intended or expected learning outcomes?
To understand how to set up a file and upload it onto the software whilst preparing the machine correctly and safely for the desired use.
What are the anticipated outputs (anything students will make/do)?
Students would be expected to make a digital CAD file using Adobe Illustrator, prepare it correctly in Trotec Ruby and set up the laser cutter following the safe systems at work guidelines.
Are there potential difficulties or specific areas of concern?
Some students are not familiar with Adobe Illustrator or the process of laser cutting so it can be overwhelming. Some students may struggle with the captions if English isn’t their first language.
How will students be informed of the observation/review?
As it is a prepared video and not live, this is not necessary.
What would you particularly like feedback on?
I would like to know how to make online content more engaging when looking at software and machinery. Also how I can successfully apply this to an in-person context.
How will feedback be exchanged?
A teams meeting
Observers comments and feedback
- Kayal’s feedback in BOLD
- My response in italics
- Videos like this is a great reusable resource -can be watched easily over and over again- refresh the student’s memories.
- The Laser cut had zoom in circle’s which was useful- well edited to give visual cues to the students.
- Sharing it well before in-person appointment is thoughtful and advantageous. This is always helpful when the students watch the video before the booking. Gives them a quick understanding of the software interface and what laser cutting entails.
- Some video links on “Adobe Illustrator” could also be provided in the video -This is a great idea and something I will include in the video description.
- Voice-over would be more engaging. Originally voice-over wasn’t available due to time constraints and software, but this is 100% something I want to add to make the video more inclusive and engaging.
- Slides may also be added (eg: What is the video? Who can use? Use cases, Useful Reference links etc., This is a good idea to include an introduction for the video and explain learning outcomes and useful links- Due to the one-hour time slot, the video had to be short so the other learning outcomes can be met.
- File name can be refined a bit instead of “Ruby Setup_FINAL_edit” -This is a great point and something that passed me by. I will get this changed immediately.
- May a manual or handbook can also be provided apart from video –We provide both digital and paper guides for the students to go alongside this video. I will attach them to my blog post and email.
- And can have a one place repository like git/youtube for all your videos, so it would become easy to access –This would be the preferred option, I am not sure which video streaming sites are available at UAL and will investigate this further.
- And you can have your camera on (one video had it), as it keeps more engagement in my opinion -Seeing someone’s face on a video makes you feel more engaged, and this is something I will change in the future.
I found the observation and Kayal’s feedback extremely helpful and interesting. Even though we come from very different backgrounds of teaching, I believe we learnt a lot about each other and our disciplines.