Gingrich, Oliver, Watkins, Julie ORCID: https://orcid.org/0000-0001-8872-7041 and Flynn, Ryan (2025) Fostering independent animation learners through an inclusive, scaffolded pedagogy. Compass: Journal of Learning and Teaching, 18 (1). pp. 46-59. ISSN 2044-0081 (doi:10.21100/compass.v18i1.1631)

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Abstract

In United Kingdom (UK) higher education (HE), there are systematic challenges to integrating theory with practice and thus supporting learners to become confident and self-motivated professionals in the creative industries. The pedagogical issues that we are addressing aim at creating independent learners in animation practices throughout our student body. This case study profiles our inclusive approach to education across three levels: on a micro-level, we present a personalised approach to tutorials and feedback; on a meso-level, we developed targeted instruments for dissertation support; on a macro-level, we refined our curriculum to become more integrated, scaffolded and inclusive. Our multi-layered support strategy embraces individual student voices, tacit knowledge and the sense of ‘mattering’. Specific focus is given to students with additional learning needs. Our paper illustrates the success of our student-centred approach. Our method yielded significant results including the 100% success rate of our graduates. By imparting this scaffolded personal support approach, we intend to make our teaching and support practices more accessible to other educators.

Item Type:	Article
Uncontrolled Keywords:	case study, dissertation writing, creative arts, inclusive pedagogy, creative industries, design
Subjects:	L Education > L Education (General) N Fine Arts > N Visual arts (General) For photography, see TR N Fine Arts > NC Drawing Design Illustration
Faculty / School / Research Centre / Research Group:	Faculty of Law, Arts and Social Sciences Faculty of Law, Arts and Social Sciences > School of Design and Creative Industries
Last Modified:	15 Oct 2025 09:43
URI:	https://gala.gre.ac.uk/id/eprint/51232

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