230
K. Emblen-Perry
Table 1 Indicators of learning recognition framework
Indicators of learning
recognition
Achievement of Indicator
recognised through drawing
sustainability design elements
and tutor reflections (in
italics)
Achievement of Indicator
recognised through students’
post activity reflections on
learning through drawing
1
Explaining something in
their own words
Post activity reflection and
feedback
Feeding back the drawing
contents and its rationale
promotes wider self -analysis
of what other students know
“Drawing helped me to feel
free to express my ideas”
“I have become more
confident about
demonstrating my opinion”
2
Asking questions
The process of agreeing
drawing content
Group members discuss and
agree what to put in the
drawing which drives
peer-to-peer learning and
higher order cognitive skills
“I’ve been able to collaborate
with individuals who provide
interesting views”
3
Recreating (rather than
reproducing) information
The process of drawing
sustainability
Students overcome their
belief they can’t draw to
recreate their knowledge
visually and defend it
“The power of observation is
an important skill”
4
Justifying their decisions
Providing a rationale for the
inclusion of items during
in-group planning,
discussions with the tutor and
presentation to the class
Students gain confidence in
defending their drawings
through praise and support
from the tutor
“It helped me improve my
critical thinking and analysis
as I now take into account
other people’s arguments and
views”
5
Explaining their thinking
Feeding back their drawing to
class at end of task
Students gain confidence in
presenting their own ideas to
the class
“I have developed more
innovative ways of thinking”
6
Talking to each other
Group members discussion
and agreement of how to
approach the task and what to
include in the drawing
Drawing encourages most
students to grab a pen and
create their own input
“I know I learned a lot from
my friends”
“It has given me a better
understanding of how to
communicate my ideas”
(continued)
K. Emblen-Perry
Table 1 Indicators of learning recognition framework
Indicators of learning
recognition
Achievement of Indicator
recognised through drawing
sustainability design elements
and tutor reflections (in
italics)
Achievement of Indicator
recognised through students’
post activity reflections on
learning through drawing
1
Explaining something in
their own words
Post activity reflection and
feedback
Feeding back the drawing
contents and its rationale
promotes wider self -analysis
of what other students know
“Drawing helped me to feel
free to express my ideas”
“I have become more
confident about
demonstrating my opinion”
2
Asking questions
The process of agreeing
drawing content
Group members discuss and
agree what to put in the
drawing which drives
peer-to-peer learning and
higher order cognitive skills
“I’ve been able to collaborate
with individuals who provide
interesting views”
3
Recreating (rather than
reproducing) information
The process of drawing
sustainability
Students overcome their
belief they can’t draw to
recreate their knowledge
visually and defend it
“The power of observation is
an important skill”
4
Justifying their decisions
Providing a rationale for the
inclusion of items during
in-group planning,
discussions with the tutor and
presentation to the class
Students gain confidence in
defending their drawings
through praise and support
from the tutor
“It helped me improve my
critical thinking and analysis
as I now take into account
other people’s arguments and
views”
5
Explaining their thinking
Feeding back their drawing to
class at end of task
Students gain confidence in
presenting their own ideas to
the class
“I have developed more
innovative ways of thinking”
6
Talking to each other
Group members discussion
and agreement of how to
approach the task and what to
include in the drawing
Drawing encourages most
students to grab a pen and
create their own input
“I know I learned a lot from
my friends”
“It has given me a better
understanding of how to
communicate my ideas”
(continued)