Year
2016
Institution
Escape Studios
The Studio Learning Project (SLP) is highly innovative curriculum project aimed at designing unique, industry-immersive undergraduate programmes in the creative industries. As with all Pearson College London degrees, students, industry and academics work in partnership to co-create the curriculum. Four different ' Studio Projects' were created to try out different approaches to structure and delivery of the knowledge and skills required in the creative industries, with a particular focus of the ' employability/professional' skillset often deemed to be lacking in graduates.
The student members of the team include current and recent Escape students, external school/college students and applicants who had accepted offers for September 2016. Their input is multifaceted but broadly involves engaging in a range of activities aimed at both ' delivering content' and ' developing skills' in an innovative, real-world situation. To do this, we use practicing professionals to deliver key elements to maintain the level of industry ' reality' by setting the brief and reviewing outputs or delivering content.
Impact of work
The project is already directly feeding into new programmes. Some examples include, ' the production pipeline' “ to understand your part in the production process, understanding others roles and how to work with colleagues to ensure productivity, efficiency to meet deadlines and ' make and iterate' “ creating mood boards to share ideas with colleagues and gain feedback to improve.
This project has been designed to have impact beyond its immediate academic environment of PCL/Escape Studios and we have already seen the approach successfully utilised on programmes in other disciplines, namely business and paramedicine. For the academic year 2016-17, Student co-creators have been tasked with evaluating the success of the decisions made from the project in terms of the curriculum and educational outcomes, that is, are the activities trialed in the SLP translatable on a large scale with undergraduate students?
Plans for the future
The feedback of the approach at events and academic presentations internally and externally, and at the Eurographics 2016 conference has shown potential for curriculum design, learning, teaching and assessment more broadly in higher education. We have plans to disseminate our work in subject specific and higher education journals and conferences over this coming year.
The student members of the team include current and recent Escape students, external school/college students and applicants who had accepted offers for September 2016. Their input is multifaceted but broadly involves engaging in a range of activities aimed at both ' delivering content' and ' developing skills' in an innovative, real-world situation. To do this, we use practicing professionals to deliver key elements to maintain the level of industry ' reality' by setting the brief and reviewing outputs or delivering content.
Impact of work
The project is already directly feeding into new programmes. Some examples include, ' the production pipeline' “ to understand your part in the production process, understanding others roles and how to work with colleagues to ensure productivity, efficiency to meet deadlines and ' make and iterate' “ creating mood boards to share ideas with colleagues and gain feedback to improve.
This project has been designed to have impact beyond its immediate academic environment of PCL/Escape Studios and we have already seen the approach successfully utilised on programmes in other disciplines, namely business and paramedicine. For the academic year 2016-17, Student co-creators have been tasked with evaluating the success of the decisions made from the project in terms of the curriculum and educational outcomes, that is, are the activities trialed in the SLP translatable on a large scale with undergraduate students?
Plans for the future
The feedback of the approach at events and academic presentations internally and externally, and at the Eurographics 2016 conference has shown potential for curriculum design, learning, teaching and assessment more broadly in higher education. We have plans to disseminate our work in subject specific and higher education journals and conferences over this coming year.