08/09/2025 - The Start of my PGCert: Redrafting my educational philosophy
Over the past weekend, I had the chance to revise and expand on my education philosophy. I had initially written it for my AFHEA application back in 2022. I found this to be a useful task to reflect on my development as a tutor, lecturer, and senior lecturer over the past three years and since I started teaching in 2020. (I began teaching alongside my PhD at the University of Stirling (Jan 2020) and continued with varying teaching loads until the end of my PhD in May 2024. After briefly teaching at Victoria College of Arts & Design in London, I joined Ravensbourne University London in October 2024 where I first became Lecturer and then Senior Lecturer in February 2025.) While I maintained my views and position toward working with international students and preference for small group teaching, I further sharpened my perspective on the learner/teacher relationship, primarily seeing myself as "meddler in the middle", moving away from the "sage on a stage" approach to teaching.
Following my revised educational philosophy (which can be found on this website), I have set my self two personal learning outcomes to be achieved during my PGCert journey:
LO1: Showcase advanced teaching & learning skills and critical reflection on my engagement with SoTL.
LO2: Develop a strong portfolio of techniques and activities (repertoire) that help facilitate active learning and ensure high student engagement.
20/09/2025 - Meeting my PGCert Triad, Starting the Research Task
Earlier this week, we met for the first time as a triad (3 of us enrolled on the PGCert). It was enriching to hear about the different perspectives and experiences we bring to the table as our background are quite diverse, covering Games Art/Design, Cybersecurity, and Business. Primarily, we met to discuss the research task that was due to be completed by the end of the month and required us to divide the reading for sections 1-2 between the three of us.
Engaging with the reading is currently particularly challenging due to other work commitments which include marking and moderation for the summer semester, while preparing for the upcoming semester starting next week as well. Nonetheless, engaging with the resources is interesting and they have already provided some interesting new perspectives as well as helped review some familiar topics such as flipped learning. Reading how emotions and emotional intelligence play a great role in effective and successful learning and teaching was particularly helpful. Emotions generally are something I want to explore further (as I have previously) in my research as well as my teaching.
29/09/2025 - A Reflection on Heidegger: "what teaching call for is this: to let learn"
A quote from Martin Heidegger (German philosopher, 1889 - 1976) I recently read in A. Hoffmann's (2025) "Business School and the Noble Purpose of the Market" made me reflect on my own approach to teaching and relate back to my educational philosophy. The quote was:
"Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.... The teacher is far less assured of his ground than those who learn are of theirs. If the relation between the teacher and the taught is genuine, therefore, there is never a place in it for the authority of the know-it-all or the authoritative sway of the official. It is still an exalted matter, then, to become a teacher-which is something else entirely than becoming a famous professor."
In line with my educational philosophy and when reflecting on recent teaching activities, I see myself not as the authority or "Sage-on-the-stage" when teaching, but rather a facilitator of learning, "to let learn" my students who are on their journey toward acquiring more knowledge, some of which I poses and share as part of their journey. Likewise, reading how we as teachers are "far less assured of [our] ground than those [our students] who learn are of theirs" reminded me of various quotes attributed to Goethe ("We know accurately only when we know little; with knowledge, doubt increases"), to Socrates ("For I was conscious that I knew practically nothing..") or to Confucius (by Henry D. Thoreau: "To know that we know what we know, and to know that we do not know what we do not know, that is true knowledge"). Looking back to my time as a PhD student and researcher, lecturer and senior lecturer, I feel the truth in these quotes and how it applies to my teaching and the learning I aim to facilitate in class. Most of all, I appreciate the endless opportunities to learn myself, from my students, in every class and through every interaction and activity, once they are warmed up to the idea that their ideas, experiences, and thoughts are making valuable contributions to the class ("warming-up" is particularly needed for some of our international students used to different learning environments and less interactive approaches). Finally, I do recall the looks one students' faces when told we are not concerned about the right or wrong answer, or how I cannot or will not provide them with THE answer. I appreciate how right or wrong is too often dependent on the context and finding THE right answer is often more complex than we can acknowledge within the confines of the classroom and as part of smaller activities. However, I believe that this is part of what teaching calls for according to Heidegger: "to let learn" - to let learn students need to appreciate the the answer often is "it depends" and that I, as a teacher, educator, and fellow learner, present them primarily with the tools, methods, approaches, motivation, and encouragement to learn.
01/10/2025 - 1st PGCert In-person Class: Using LEGO as mediating artefact
Today was our first in-person session of the PGCert. A great session with lots of interactive content and activities to get to know each other, become part of the PGCert learning community, articulate our educational philosophy in a playful way (LEGO!!), and discuss key themes from the module (related to the LOs of the PGCert). To me, the whole session felt like a continuous reflective exercise. I recognised how I already share my educational philosophy at the beginning of every semester with my students. As a former international student myself, I share my own lived experience with my students and encourage them to speak up, to be brave, and overcome initial barriers such as shyness, having little confidence in their abilities (knowledge as well as lingual).
The highlight of today's session certainly was the use of LEGO and seeing how it can break barriers in articulating a wide range of knowledge, skills, experiences in a playful, straightforward way. Learning does not need to be (indeed should never be!) boring.
08/10/2025 - 2nd PGCert In-person Class: Using Ketso - "A workshop in a bag"
In today's session we were introduced to Ketso. Essentially, a workshop in a bag. With a felt map, marker, and leaves of different colour to help create a mindmap or figure, reflect on and discuss a topic in depth as a team. As a group, we spend rather too much time talking than writing which meant what we had put down at the end was rather little (see image below). Nonetheless, using the Ketso and the equipment that the bag provides seems to be a helpful tool with potential for use in future classes. I will certainly find out more about it and consider if and how I could make use of it.
09/10/2025 - Reading Paul Freire - Pedagogy of the Oppressed
"Pedagogy of the Oppressed" by Paul Freire (written in Portuguese in 1967/68, published in English in 1970), a book that had escaped me until Virna, our PGCert course leader, recommended it based on my educational philosophy (thank you again for reading, the kind words, and recommending the book!). Considered to be one of the foundational texts of critical pedagogy the book proposes a new (maybe not so new in 2025) relationship between the student, the teacher, and society. Throughout the book several passages and paragraph resonated with me and which I record and reflect on here.
The "Banking Concept of Education": Freire criticises this particular view that "knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing." Looking back to one's days a school and perhaps even (or often) University, one can easily see how this may have been (likely still is in many places) a commonly held view among distinguished professors and academics (in HE) as well as teachers (K-12 / school). Freire sees the concept/view not only as damaging but oppressive as an educational model in which knowledge is merely conceived of as a commodity or as pieces of information which can be deposited into a passive student, into their minds, as they are merely an empty vessel waiting to filled. Hence, the name "banking concept" where the teacher acts as depositor (being all knowledgeable) and students act as containers/banks ready to be filled, ready to memorize, repeat, and not to question (negating "education and knowledge as processes of enquiry"). In this environment, a student remains passive without a hand in their own learning experience, without power, without displaying their creativity, and without developing a critical consciousness that can help to transform, if not better, society and the world around them. Surprisingly for myself, upon reflection of my own thinking and practice, I have on occasion conceived of students in a similar way, perhaps not as fully empty but somewhat empty vessels with plenty space to be filled. However, where I believe I have always differed is in my view of the teacher's position, the idea of being all knowledgeable, and as being a depositor. Rather I have always seen myself (as laid out in my educational philosophy) as someone further along on the same or similar journey on which a student has embarked more recently. In this position, I am far from all knowledgeable and indeed merely a vessel that is filled slightly more than those who are (my) students. Equally, as we engage in learning, both the student(s) and I engage in filling our vessels collaboratively, together, through interaction by which both students and I continue to fill our vessels with (different) knowledge. While I may offer professional / subject-specific knowledge adequate and relevant to the students' level, students shape (through workshops, activities, etc.) how they receive this knowledge and simultaneously offer knowledge to me, based on their prior experiences and expertise in various areas (the degree to which may depend on whether these are UG/Bachelor or PG/Master students). Nonetheless, I recognise the "banking concept" and specifically the metaphor of "empty vessels" as problematic and of little use in finding suitable analogies for education. Instead, coming back again to Freire's terms, I aspire to act as a teacher/educator engaged in "problem-posing education", intent on resolving the "teacher-student contradiction" by which my students and I "become jointly responsible for a process in which all grow."
Problem-posing Education: (pages 53 - 54) To use Freire's words here I come to see me and my students as "jointly responsible for a process in which all grow." I believe this sentiment has already become deeply embedded in my educational philosophy (see elsewhere on my page), but the words of Freire emphasise my aspiration and ambition for education. We never stop growing (in terms of knowledge and experiences) and I believe this understanding of oneself and view of each other is critical for an inclusive educator and welcoming learning environment.
15/10/2025 - 3rd PGCert In-person Class: Using the "Think - Pair - Share" Approach
The "Think-Pair-Share" approach which Virna had introduced during today's session was somewhat familiar, but thus even more interesting to see it having a name and being used widely. The approach introduced by Lyman (1981) has students first working individually (e.g. taking notes, bringing their thoughts onto paper) before sharing and discussing in pairs (i.e. with 1 other student). Potentially, a further step has students coming together in smaller groups to share what they found before sharing within the plenum (to the whole class). This approach is meant to build confidence and significantly increase students talking time while reducing the teacher talk time to allow students to engage more deeply with the learning content. Doing it ourself during the PGCert class today neatly demonstrated that this indeed works in practice. Certainly something I will adopt even more consistently throughout my classes as students, especially my largely international cohorts, often seem to refrain from sharing their thoughts directly within the larger setting of the plenum.
Lyman, F. (1981). The responsive classroom discussions: the inclusion of all students. A. Anderson (Ed.), Mainstreaming Digest, College Park: University of Maryland Press, pp. 109-113.
22/10/2025 - 4th PGCert In-person Class: Reflecting on Learning Activities: Diversified, Relevant, Creative
This session was not only attended by PGCert participants (although in the majority) but other Ravensbourne academics. Overall, a great session, providing the opportunity to really dig deeper into the drafts of our learning activities, share with colleagues, discuss and debate, and receive critical feedback and suggestions on how to enhance what is planned. I had the chance to share my own draft with several colleagues which were incredibly helpful, providing perspectives from other faculties/departments (fashion, film/TV), to questions the validity of my planned activity. Essentially, I am coming out of today's with a set of questions I am currently answering and thereby using as a checklist for reviewing my first learning activity, the Kahoot! Quiz. The questions for me to review are:
Did students understand how the quiz is “relevant” for them? How do you ensure all students have access to the quiz via Kahoot? In what ways are questions considering the different level of students and their understanding? How do you verify students engagement with the quiz/Kahoot and how do you manage this? How do you collect feedback from students? How do you measure outcomes/results and how does this impact future sessions/reviews etc. to help students learn?
All of the questions I will subsequently incorporate into my self-reflection specific to learning activity 1. The quiz' relevance was clear due to the strong link to the summative assignment. Different levels of students and their understanding was considering through different levels of difficulties (e,g. true/false, MCQ questions). Verifying student engagement as well as their performance is straightforward and provided via the Kahoot! dashboard (see images shared as part of the Learning Activity 1 reflection elsewhere on my page). Feedback from student was collected via the integrated feedback function in Kahoot! (for quantitative feedback) and manually for qualitatively via paper made available to students. The outcomes of the quiz revealed good understand in some aspects of the covered learning materials as well as gaps in other parts. As all questions and the content tested have direct relevance for the students' formative assessment, I am planning to run a follow-up session in the following week, to ensure students are well aware of shortcomings and have an opportunity to improve, and close gaps in their knowledge.
05/11/2025 - 5th PGCert In-person Class: Checking progress & Peer Review - E-portfolio Show & Tell
The session was focussed on reflection and reviewing progress on the PGCert to date. I found today was a useful break and moment to take stock of what we achieved individually as well as a cohort so far. In relation to the reflective activity we ran at the start of today's session (communicating via cards with images and words how we currently feel), I feel "optimistic" (the word I selected) but also recognise the need for boundaries (symbolised by the image of a fence at the coast) as workload and the various roles and responsibilities besides the PGCert make it challenging at times to keep up with the reading, reflection, and other parts of the PGCert. Through conversations with my triad, Business Management colleagues, and mentor as well as through better planning (using my outlook calendar to block time off for PGCert work), I plan to better manage my workload and responsibilities going forward.
Today, we also discussed sticky scenarios (difficult or awkward situations in class) which was a great opportunity to realise the many shared challenges and issues across disciplines and departments. Some of these included students joining courses late (particularly difficult on MSc programmes), formative flu (students not attending formative assessment), or particularly chatty/lively students, a problem I have recently encountered repeatedly. While we generated lots of potential solutions, I think the main benefit of this exercise today was simply to recognise that many challenges are not just our own, but very common and much more "normal" than we may think.
Engaging with colleagues in the peer review of our e-portfolios made me realise that I made good progress and may be ahead when it comes to some sections of the portfolio. However, I do recognise that I need to be careful not to lose track. Instead, I need to get back to reflecting more regularly to make it a meaningful part of my journey. The next couple of entries will show how successful I will be.
10/11/2025 - "Mattering" in Higher Education
More recently (in my view), the term "mattering" is being used increasingly in Higher Education (as well as more in discussions on good leadership) alongside terms such as belonging and the wider debates around accessibility and inclusion. Morgan and O'Hara, via AdvanceHE, summarise the importance of mattering as follows: "when students feel that they matter within their educational context, they are more likely to overcome imposter syndrome and embrace their self-efficacy. They understand that their contributions are valued and that they are not alone in their journey."
I've come across mattering most recently through "The Power of Mattering", a book by Zach Mercurio. While focussed on leadership, I find it highly relevant to my work and interactions with students. His framework to make interactions with people more meaningful easily applies to fostering a strong teacher - learner relationship:
(1) "Noticing: the practice of seeing and hearing others"
(2) "Affirming: the practice of showing people how their unique gifts make a difference"
(3) "Needing: the practice of showing people how they’re relied on and indispensable"
To me, all three elements can be applied in higher education and when teaching on a daily basis. From Week 1, noticing students (their individuality, background, culture, prior experiences, and varied perspectives) will not only make them feel welcome and acknowledge their presence as a unique individual, but enrich the classroom and the learning environment. Where students have the courage to contribute to the class discussion and debates (especially when in front of others) affirming their contribution, no matter how little, is crucial to me as it will likely encourage them to contribute again (and show others that we are in a safe space where different perspectives are valued and will be considered with respect). Naturally, the level of students' contributing to classes differs for varied reasons (as other things will be on their mind, they may be tired from working long shifts at evenings or even nights, personal issues, etc.) which is why practicing "needing" is critical to me. At times, I find myself stopping, waiting for students to share their thoughts and insight before moving on, making it clear to the class that we cannot proceed without their input as we (the class and I) rely on it and (I) see it their contribution as "indispensable" to our shared learning experience.
12/11/2025 - London Business Show & Event Tech Live at the Excel
Having my students from my Operations & Project Management class attend the London Business Show at the Excel today, reminded me of the significance for practice-led education and making "real-life" experiences outside of the classroom. I am looking forward to next week, when students will be sharing photos from their attendance and reflect about their experiences during the 2nd learning activity that I am planning as part of the evidence needed during my PGCert journey. It was fantastic to see students outside the classroom and see their curiosity (despite it being morning) as their first attendance at a major event for business professionals was about to begin.
Once all students were underway, I myself attended the Event Tech Live, also held at the Excel to prepare for and seek out connections relevant for the upcoming semester for which I am currently designing the new module "Experience Design & Sustainability" which is part of our newly launched MSc Events Management. Talking to exhibitors at the Event Tech Live was a good experience, helping me better understand current trends and innovation in the space. The contacts I made may present an opportunity for guest speakers and direct insights from industry which will be a great benefit to my students next semester. I am excited to meet them and get started at the end of January!
19/11/2025 - 7th PGCert In-person class: Stacking stock of learning, preparing for reflective writing
Today's session was particularly useful as a summary and reflection on the learning and development that took place to date during my PGCert journey. The quiz (see images below) ...
Previously (see Journal entry on the 15/10/2025), I briefly reflected on the "Think-Pair-Share" approach (Lyman, 1981) which Virna had introduced during the session on the day. Since then, I used the approach several times in my Wednesday morning class, the only teaching I currently have scheduled for this semester.
