Feedback from peer to peer presentation meeting – with Ulrike and Janice:

As mentioned in the 1500 word blog, the feedback that I received from the peer to peer meeting that I had with Ulrike and Janice was based on my initial proposal rather  than the final video. It was based on the feedback from Montana and my blog team that I decided to change the concept. 

One of Montana’s suggestions was to think about focusing on one aspect of intersectionality rather than trying to create multiple videos. When I discussed this with Ulrike and Janice they shared the same opinion. It was very useful to meet in real life with Ulrike and Janice to discuss my ideas as it was the first time in this unit where I felt like we could have open and honest discussion in person. They both shared their different experiences at UAL and how they have worked to embed resources previously. I was able to hear what they had learned from these experiences and what they would do differently next time in order to have better success with my first attempt. 

The most important takeaway from this meting was that it is essential that this video is not created and then buried and as such there needs to be a strategic plan for creation, promotion and implementation. One of Ulrike’s key points was that in order to truly embed something (based on many experiences of other colleagues) a resource must have a structure and approach for others to easily understand, adopt and use it. Finally, I learned that it was important to place this video not as a stand alone video but it could be framed as the first step in a series of resources or events on the topic.  

Feedback from wider Careers and Employability team:

I sent out an email to some members of the C&E team who I had worked closely with on IP I’m the last few months. I proposed a time for a mini focus group to discuss the video I was going to create to get some feedback prior to creating it and I had three responses. At this point it is worth noting that I had already spoken to my line manager about the video multiple times in the earlier planning stages and in order to add it into our video budget for the team, I have included some of her comments below. I took notes during the online focus group and I have summarised and anonymised my colleagues responses below. 

What were your key takeaways from my overview of the proposed video? 

  • It’s hard to give full feedback without seeing a finished video but it seems like a great idea to show copyright in context and help students to start to understand some of the complex ownership and legalities behind designs. 
  • The video resource would be useful for the Careers and Employability team especially those who are working with students directly to share with them and help their undemanding. 
  • It sounds like a good idea as many teams in C&E are starting to create more video resources so that they can reach more students. 

Do you think that it will be a useful resource for students?

  • Useful video that will help students understanding of copyright and IP thinking about different cultures and who they are inspired by – might help them think from when the start to gather mood board images through to final design ideas. 
  • I was able to really understand the ideas around cultural appropriation by hearing the interview questions and I think the final video would useful for staff too. 

How might you use this resource in your teaching / work with students? 

  • I work closely with students as an Employability Practitioner and often I hand students with IP concerns, as the students might not be ready to have an IP 121 with you or someone else in the IP Education team I could share this resource with them as well as directing them to the IP Module. 
  • I work with LCF students and I think it’s really important for all fashion students not just design students to understand cultural appropriation as it’s something that as future designers and those in industry can really make change about. 
  • I can direct students to the video either before or after I meet with them 121 if it feels like their enquiry is focused on IP and cultural appropriation. I could also use the video I’m some of the weekly sessions that I deliver to different courses during term time, if it ready I can put it into some of my fashion design teaching in block 1? 

What might I consider when creating the video and implementation plan? 

  • I definitely think you need to create something that goes alongside the video content such as reflective questions as you have shared, this would be useful to staff using the video with students if they didn’t have as much knowledge of IP. 
  • I have used the IP module before and sometimes have shared this with students before they have come to a 121 meeting. However, I sometimes have questions from students that I am unable to answer as my IP knowledge isn’t that strong, is there a way that you can support staff too with these resources? 


Key action points / feed forward: 

It was very useful to receive two sets of feedback at different points in the journey I’m planning my video resource. The initial conversation with Janice arms Ulrike really helped me to think about the type of video that I was creating and who it might be useful for – in terms of staff and students. 

I had a few key action points for the video creation following my meeting with Janice and Ulrike, which focuses on :

  • Develop a strategic plan for creation, promotion and implementation
  • Create a structure / approach that staff can use when using the resource 
  • Frame the video as a first step in a series of collaborative events 

Following the wider feedback from the Careers and Employability team I chose to add a few additional action points and further considerations: 

  • Consider how I can support staff using the resource in further developing their IP knowledge. 
  • Think about how I might make the resource more useful or relevant to those students who are not studying fashion design.