MAAI Unit 3 Online Class Notes

22 September 2020

19th-Oct physical classes

5th – Oct unit 3 tutors tutorials recommence

Unit 3 study guide on moodle

POLAR Project – maximum six volunteers

Festival Planning 

Project 7: Stakeholder Room Brief

Festival – in 2.5 months – Next Tuesday details

Unit 3 Project 7: Stakeholder’s room

Project Delivery : Monday 5 October 2020

  • Uni 3 is a continuation and conclusion of what you’ve done so far
  • Project 7: Explain what you have done to your new tutor

Introduction: In unit 2 of the course you were documenting the process of your research and learning through the development of your research project. Unit 3 requires you to complete the external 

In this project, which is designed to prepare you for the start of the new term, you will begin to synthesise your academic and creative journey. 

We undertake all research – including intervention – driven action research – create change 

In this project, your are invited to reflect on and analyse the various iterations of your interventions. These will have involved the various stakeholders who were affected by your interventions. 

We ask you to show evidence , unambiguous evidence of …

who the stakeholders are

what role they played in the intervention 

how your intervention has changed / helped their situation

(we want external physical evidence to show people’s response to the intervention)

  • photographs of stakeholder interaction with your interventions
  • present physical or digital evidence 
  • Stakeholder feedback : in the form of and interview or interviews which are visual of have been written as a transcript
  • raw evidence of stakeholder interaction and its consequences
  • not a second-hand verbal account
  • Don’t focus on the aesthetics too much
  • Who the stakeholders are
  • What role they played in the intervention
  • How your intervention has changed ‘ helped their situation

This much then be followed by:

  • An actual quote, reference, statement from your stakeholder which provides evidence of their engagement with your intervention
  • Feedback from your stakeholder  not necessarily be positive

Presentation- try not to repeat prepare, straight on to what you’ve been doing 

new group – limit your presentation of evidence to five minutes

  • short and focused prevention
  • remind tutors what your topic is and talk about your project as established fact
  • learning log

Learning outcomes

The learning outcomes of each project are essential to your progress on the course, and are designed to consolidate your work

Take risks and move beyond predictive outcomes

doesn’t have to be a workshop, can be lots of things that you’ve established to face the world

Consider the role of failure in your research and intervention process – take risks and think about how to learn something new

Trust – transcript your evidence – write a transcript of feedbacks you have got from your stakeholders

represent feedbacks to tutors

“so let’s say the project has gone through several iterations and I’ve got feedback from stakeholders for each iteration, do I include all of them or only feedback of the most recent iteration? ” – focus on key change and key moments how the project has developed 

Slight change on emphasis on how we react to stakeholders

What was unit 2 about – how do we do this

Unit 3 – How we make change and learn from this.

5th – Oct -2020


Teaching session tomorrow – talking about the FESTIVAL – overall unit 3 briefing 

1pm – Tuesday room

Wednesday Bookable tutorials 

New Tutor: Zuleika

Brought research from in-depth interview with professionals from : 1- formal Portrait photographer for Vogue China, Project Manager at Layer Studio , Zoe Chen

2 – Dr Zhou Li, at Shanghai Muyan Outpatient Department

Project 7: Stakeholder’s Room Feedbacks: 

appreciate how you reached out to professionals

in-depth feedback 

unplanned interviews 

look into – what psychologist and therapist point of view wrong exceptions  

that’s where the problems coming 

if you really have to have lifework change – is it worth 

live – talk – Zuleika : why creating art work art talk – if your looking at art nudes – body exceptions – beauty – book: The Body Is Not An Apology – Sonya Renee Taylor

Orlan – artwork – specialise in her face- documenting plastic surgery –

Amalia Ulman 

6th – Oct – 2020

your interventions should be driven by your research

FEAR….face and overcome it 

take it outside of your comfortable zone

building your relationship with the world

Festival Participation

  • your window on the world
  • the world’s window on you
  • a chance to debate, discuss and share
  • and archive of the year/s work and achievement
  • a collective endeavour with your classmates
  • a celebration of the course and what it stands for
  • dates: 10- 14 december
  • uploading: From 30 November
  • Material ready to upload: 16 November 
  • Festival Themes: Educate Empower Inspire Nurture Provoke Transform

pioneering , emerge, start the process

Study is facilitated by refinement of the question and research topic:

  • Clarification of personal and strategic motives:
  • Iterative development of research tools and interventions
  • Testing via external review
  • The maintenance of a reflective journal that records and analyses the students’ learning joinery and evaluates their findings

Reflective journal: record the process not a report

The preparation of a 1250-1500 word evaluative report

the preparation of a presentation

Study programme will utilise:

  • workshops, seminars, lectures, and peer-leaning opportunities
  • visiting practitioner and alumni 
  • oral and written presentations made through staged progress evaluations
  • journal keeping
  • testing of interventions
  • reflection on and evaluation of testing process and evidence

Learning Outcomes:

  • refer to course handbook – look up to what’s different from unit 1+2
  • Having a question and progress to contextualise the ability to apply your imagination to questions and new models of practice at the forefront of your subject 
  • The ability to take informed risks, challenge and move beyond predictable outcomes 
  • The ability to articulate the knowledge you have gained and its wide applicability 
  • If you don’t share it you don’t have it
  • deployment of high level skills to communicate effectively and professionally with a rank elf audiences
  • The ability to give your questions form through the creation and presentation of a series of interventions
  • The ability to take responsibility for your self-direction 
  • the ability to evaluate and incorporate external feedback
  • Evidence is important but you need to use the evidence

Unit assessment summary: Holistic – in holistic assessment students may be asked to sy- the unit 3 deliverables comprise the submission of reflective journals (suggested length 5000 – 10000 words or the equivalent in other forms of content)


– Check course handbook

and if we have further direction shift on our project or new interventions, would it be okay it’s still ongoing/unfinished when unit 3 ends? – yes

12th-Oct-2020 – Class absence due to Illness

Catch-up Notes:

Research Lab with Cvetana Ivanova and Adam Ramejkis

Tuesday: explore coaching activities, reflect on how they relate to your own projects,  develop SMART goals for your action plan for the next few weeks

Wed: Knowledge management process & organisation or theoretical-conceptual research: 

  1. Theory and application
  2. What did you learn  – new knowledge 
  3. Reflection and perspective
  4. gaps and strategy for your next steps

Tutorials: Evidence of Testing

  1. a link to your learning log, with a reset post that demonstrates evidence of tasing of your latest intervention
  2. A  four-week plan for your interventions. This must be as descriptive as possible outlining target audience, stakeholders, location, dates. 

It may help you to develop a four week grid so you can see activity in one go.


Autumn Lab 

Research Lab: ‘The fuzzy Front end’ of Innovation

If you’re not confused, there’s nothing to make sense of 

Making sense of things is when and where we’re most creative

Start an idea and start to communicate them

Mihaly Csikszentmihalyi’s 5 steps of the creative process

Preparation, Incubation, Insight, Evaluation, Elaboration

Becoming immersed in problems an issues that are interesting and that arouse curiosity.

Allowing ideas to turn around in your mind without thinking about them consciously

Experiencing the moment when the problem makes sense, and you understand the fundamental issues

Taking time to make sure that the insight provides sufficient value to outweigh the various costs involved in implementation

Creating a plan to implement the solution, and following through

Discover – Define – Develop – Deliver

The Right Goal: Specific, measurable, attainable, realistic.,, time phased. positively stated, understood, relevant, ethical, challenging, legal, environmentally sound, agreed, recorded

14th – Oct – 2020 Research Lab

Structure & Organising 


  • Knowledge Management 
  • Process & Organisation of theoretic -conceptual
  • Research: a) Methodology b) Stages and evolution of the knowledge dimension


  • Through exploring some coaching activities, and reflecting on how they relate to your own projects, you will develop SMART goals to help you develop an action plan for the next few weeks.
  • Theory + Application (Keywords / Research) (Activities / Interventions)
  • What did you learn (new knowledge)
  • Reflection & Perspective (before & after)
  • Gaps + Strategy (set up next steps)

Comfort Zone – Fear Zone – Learning Zone – Growth Zone

The Importance of Knowledge:

  • Organisational knowledge is considered, nowadays, an asset that, although intangible, generates competitive advantage.

  • Competitive advantage is reached through continuous improvement and process (and product) innovation.
  • Knowledge is the organisational resource that allows the Development of innovation activities.
  • The study of Knowledge Management (KM) is a recent concept, treated as a process that promotes the flow of knowledge between individuals and groups within and across organisations, consisting of  four main steps: acquisition, storage, distribution and use of knowledge.
  1. KM refers to the development of methods, tools, techniques and organisational values that promote the flow of knowledge between individuals and the retrieval, processing, and use of this knowledge in improving and innovating activities.
  2. Process-based flow and information technology (IT) as a mechanism to stimulate the creativity of individuals to develop new values to the process of development.

Knowledge management – Identification & Classification 

in project development 


 A theoretical-conceptual survey involves performing conceptual modelling to enable identification, understanding, and monitoring of the development of a particular field of knowledge, raising prospects for future work.

The knowledge identification and classification model provides definitions for project development knowledge, attributes and relationships between each other to achieve knowledge management.

The ontology is divided into three parts: process ontology, object ontology and knowledge ontology.

This ontology reveals the development processes taking place, objects and six types of knowledge together, and lay the foundation for the following knowledge sharing and reuse.

19th – Oct – 2020 

Class absence due to Illness

  • Action research means ACTION, make intervention test.
  • Your online Learning Log has been a record of your research and testing activities.
  • An online Reflective Journal is this and more than this. It is a record of your reflective learning journey. Every student’s will be different and unique – although they may share common themes and experience.
  • Keeping an effective or useful Reflective Journal is a learned skill. Some people find it a fairly natural extension of patterns of learning with which they are already familiar. Others find it troublesome skill to acquire.
  • Reflection and reflective writing.
  • Reflection is likely to involve a conscious and stated purpose
  • Outcome – specified in terms of learning, action or clarification
  • Academic reflection – purpose and or the subject matter of the reflection
  • written form and to be seen by others and to be assessed
  • Bloom’s taxonomy –
  • Reflection is of central importance in the kind of learning we embrace on this course because each one of you is learning from your own experimentation and you own experiences.
  • Develop reflective skills in order to understand and benefit from the new knowledge that you have created 

20th – Oct – 2020 

Class absence due to Illness


Tutorials – The evaluative report

Your evaluative report is one of your three deliverables 

As Unit Three draws towards a close, we expect you to be in a position to share evidence with us of new knowledge…

Your are asked to complete a draft of your Evaluation Report by 2November

A draft is not a finalised, polished piece of work. It’s a working docyment. The Evaluative report is a key piece of work that aims to sum up your experiences of 7 or 8 months of research. Therefore it is very important that you gain feedback from your tutor on your first draft.

The point of having a draft is to have a chance to discuss it with your tutor , not finishing it.


Monday 26th Oct: Tutorials

Tuesday 27th Oct: Online language class 10.30, Online class: the Evaluative report

Wednesday 28th Oct: Class in college: workshop and group tutorials on What is evaluation?

Extenuating Circumstances – Already completed

The only thing you are assessed on will be your learning outcomes

Summary of tutor feedback from last week:

  1. Check rumours and misinformation about Unit 3 assessment and the Festival. Check with tutor – or course handbook
  2. Make the most of your tutorials , prepare for them
  3. Action Research means ACTION, Take action, make interventions, TEST!! -that’s how and where you gain your knowledges from and things to take to your tutorials
  4. Don’t play it safe, take risks, don’t be so afraid of things going wrong

No online bookable workshops at the moment , but other tutorials are available … really important to understand tutor feedbacks

Assessment for unit 3

27th – Oct -2020 

The Evaluation Report: (Wednesday material on moodle if can’t make to the campus)

Tutor feedbacks:

  1. Dont be afraid of you blogs. Record all you setbacks, problems, frustrations. That’s what they are for! It’s not an ‘essay’ it’s a working tool and reflective journal. The tutors are pointing out how much rich learning is going unrecorded on your blogs.
  2. Make sure you have mastered the language of the subject you are working in. You need “own” it – to use it with confidence

v important – terminologies, confidence, the language you work with.

Positioning yourself as a pioneer , as a leading researcher 

Draft 1250 – 1500 word Evaluative Report

Draft Deadline: Monday 2 November 2020 – 23:59 (email to tutor)

Do not see it as a completed / polished work

(hand in after Monday Tutorial)

The draft project evaluation report should in essence stem from you original WWHI project proposal and by now much of the content will focus..

Structure: What: an outline of the subject matter, enquiry, problem or observation which lies at the focus of your question

Why: Why this research is of value to you – and the world? This is also supported by secondary research that supported your observation or assertion.

(explain in great detail and reflect on it)

How: How did you accomplish you project in practical terms? What ere some of the research methodologies adopted? Provide some details of the various interventions you have carried out. Including stakeholder and expert feedback, but also document, report changes that have occurred as a result of the interventions.

Don’t write too much, don’t use your report as your blog. (things coming up chronologically, step by step should appear in your blog)

Last part of the report forms a conclusion to you project:


What have been the positive implications?

What as learned as a result of the process?

What were the learning edges?

What ere the benefits and advantages to your stakeholders?

What are the future implications and how hashes now positioned you and your stakeholders/community at the end of the project.

  • Not necessarily a finished product (i.g. technology product 
  • how your audiences react to your early stages
  • How will it make a change and show the evidence

Creative your own headers.

This is a guideline and not provided to be answered rigidly with headers shown above but instead a fluid and clear account of you project; It is best to write in a personal reflective manner rather than an essay. You may very well wish to use alternative headings and subheadings that still convey the entire journey of What Why How and Conclusion.

The change I want to see is a really good frame because it’s all about you and your research question. It’s personal yet also the change you wanna bring to the community.

Thinking the project as a whole, include things all the way through.

Show how you project and push your idea forward, in industries you aim to elaborate in. It’s going be crucial, and you’ve been exercising these skills on this course. 

  • Bibliography,  you are required to provide a bibliography as a separate file, with Harvard referencing system. more info on 
  • differences between Reading list, proposed reading list and Bibliography
  • What you intend to read and what you’ve actually came across during your research 
  • Reading list: open up idea for your personal exploratory topic, might be different topics, not necessarily related to your project directly.- A wider spectrum to inform the things you actually end up sourcing
  • Bibliography: The term bibliography is the term used for a list of sources (e.g. books, articles, websites) used to write an assignment (e.g. an essay). It usually includes all the sources consulted even if they not directly cited (referred to) in the assignment.
  • can include videos etc. reference library website. 

Question: quote’s or sources from stakeholders should be included?

  • Quotes should be put into your blog and evaluation report. put the feedbacks in the blog and reference that in the bibliography.

Info for the document: SURNAME_initial_DRAFT-synopsis.doc



Think the report as climbing the mountain, show evidence and conclude what you can see on the journey and what you can see over the mountain.

Reflection: Reflect, plan, record, do.

Last week we used these four questions as prompts for reflection : and a more structured approach for iteration:

What happened, why did it happen, what were the results. what can be done, what will be done next?

– Critical incident. take time to recollect and a recent critical incident …

Evaluation: To fix the value or about , to determine the importance, effectiveness, of worth of it.

  • beware confirmation bias
  • A difficulty comes in applying the process of evaluation to our own work. Confirmation bias means that we can be constantly looking for evidence that confirms our existing beliefs and belief system.
  • Expert feedback?
  • What does your evidence tell you? Can you interpret it?
  • A learning ecology thinks about itself and its habits. Individuals represent themselves and the ecology as they see it. They actively create, modify and destroy learning territories and niches.
  • Don’t be afraid in your emergent learning ecology to break you own tools 

SWOT Analysis: Strengths, Weakness, Opportunities, Threats.


  • Are your interventions informed by your secondary research?
  • In testing your interventions with stakeholders…
  • How did you use the feedbacks which you gained from your intervention?
  • How have your methods of …
  • Have you tested your intervention with same stakeholders/ experts or did this change?
  • To what extent have contingent circumstance had an effect on the way you have investigated your question?

Answer these questions in the learning log:

  • 1. Are your interventions informed by your secondary research?
  • 2. In testing your interventions with stakeholders and experts how/why 
        have you chosen  these people?
  • 3. How did you use the feedback which you gained from previous interventions
  • 4. How have your methods of gathering evidence changed?
  • 5. Have you tested your intervention with same stakeholders/experts or did this change?
  • 6.  To what extent have contingent circumstance had and effect on the way you have investigated your question?
  • 7.  How/why has your question iterated?

2nd – Nov – 2020


Monday: Tutorials – Evaluative report

Tuesday: Online class – Unit Three Presentation

Wednesday: Class in KX_ Unit three presentation part 2

Tutor group: Zuleika:

Padlet- when one person present the work everyone else gives feedback

Peers feedbacks- what you’ve been doing this week?

Thea:How can Chinese hospitals use multisensory experiences to help medical workers reduce the negative emotion induced by the job nature?

Juzhou: How Can the process of co design in local area foster cultural preservation?

Yuly: How a time management tool can help people with procrastination and increase work efficiency? 

Zuleika question: Will you be designing something more that can fit wide ranging practical design?

Vogue – Ultimate showcasing alternative beauty vogue UK

Miumiu and women – In my room

Inside Parma Ham’s Extreme Beauty Routine | Vogue


Abject theory

How do you collect data for the intervention you’re making

How you can fit all the interventions together – combine feedbacks so far

what answers your question ? right now you’re in China , Chinese trends, participants -(other beauty trends?

can you find more people to break the boundaries – sustainable fashion , curious about other extreme ones.
Narrow down and refine. 

How does this answer my question – that’s a good starting point 

Yuly’s project : time management for procrastination – eat the frog

3rd – Nov – 2020

Tuesday – Unit 3 Presentation 

  1. Take action now, complete your testing, do it now. Only 5 weeks left.
  2. Blogs – include evidence of your research and your process in your blogs. We need to see this. The quality of your research processes is more important to us than any ‘answer’ or ‘outcome’ that you may arrive at by December. – we want you to understand the whole process and show evidence of it.
  3. Try let go of the fear factor. Making external tests can take you out of your comfort zone and that’s how we grow as creatives.
  4. BLOGS – uploading evidence and the response to the evidence!!!!Use it to record the up and downs. Record progress and successes and failures.
  5. Collect fear factor…specially during this tough year
  6. Tutor wants to hear the failure during the journey, it will help…
  7. Your planning of the intervention that you haven’t done yet would be something they’d like to see as a cycle. Reflect on what you’ve done for the new intervention.

Unit 3 requires students to complete the external verification of their research question, and their reflections on an analysis of its outcomes.

The unit comprises the completion, reflection on and ordering of the research outcomes, and the preparation of the presentation of the student’s conclusions for assessment at the conclusion of the unit.

  • We are not looking for completion of the intervention, it’s the process that matters more.
  • Clarification of personal and strategic motives.
  • Testing via external review.
  • Maintenance of a reflective journal that records and analyses the student’s learning hourly and evaluates their findings.
  • 1250-1500 words report.
  • Presentation to demonstrate of evidence and outcomes, 
  • S.W.O.T
  • Research / reflective Journal is the fundamental (record everything, day by day step by step)
  • Project summary – report., based on the journey
  • ›Refer back to Project 5 the change i want to see

Presentation:  (5 Mins)

  • Evidence of outcomes
  • External and stakeholder feedbacks to date 
  • visual representation of your recent intervention 
  1. An outline of your question and subject matter
  2. Evidence or visual representation of your most recent intervention
  3. Evidence of expert of stakeholder feedback
  4. Evidence of new Knowledge or change that has occurred as a result of your action research
  • You might not have reached your set goals but it’s worth going back and make a completion. 
  • It’s not a proposal, not something you’re planning to do. It  is more of a confirmation. 
  • Display work visually 
  • Deliver your presentation live or provide a link to a pre-recorded presentation. i.e. a URL like (you still need to turn up for Q&As)
  • 15 mins presentation 7-8 December
  • 5 mins set-up/ 5mins presentation / 5mins questions
  • Present : course leader, course tutor, personal tutor, co-marking tutor.
  • the Festival

Some thoughts and observations on the presentation:

  • not a discursive account of everything you’ve done since april
  • Use the presentation for that goes beyond these other deliverables (blog, report)
  • Padlet MA applied Imagination CSM
  • Physical or visual evidence that your intervention has been tested

9th – Nov -2020

Monday: Tutorials: Evaluative report – Rough Draft Feedback / Holistic view

Tuesday: Online class – unit three presentation: the holistic view / presentations at the festival

Wednesday: Class in kx, part two continue from Tuesday (how to present your work for the festival )

report – everything is included in the word count (title, link etc.

Learn how to edit your essay, edit the unnecessary bits out

aim for 1250. go over to 1500 then edit it back

Thinking of the tone when you’re writing your essays, who are you sharing with.What’s your highest and lowest level. 

Describe your intervention, can even do bullet points, be clear, you’re creating a narrative and also giving information

write as if the person who’s reading it who’s not seen your blogs.

Your evaluative report is going to be seen as an elevator picture.

For my project – I started interventions  1. 2. 3/ and describe what they are you don’t have to say why. 

Writing chronically, don’t go too detailed what you’ve researched, mention key videos and stuff. (your research will be shown in your bibliography)

editing is the process, come back to it, and see what you need and what you can take out.

Draft report : revise research question. 

Key words: you may need this word count space 

After all I’ve been quite clear, Tutor would like to see more what my methodology is. 

Ongoing process is good, clear to show people, conduct towards conclusion as not finished yet.

Think about where I can add more space for conclusion.

Spoke a little bit about personal reasons why you starting this project.

Zuleika thinks it’s clear already without the keywords.

Questions , revise the question

Bibliography – work on it . 

Hard referencing, use the bibliography and referencing as backups.

10th – Nov -2020

Report: – report your findings and observations based on the evidence

Bibliography: – must not be seen as afterwork – How much you put in it limited

  • don’t show too little or too much
  • It you haven’t accessed the resources then only demonstrate the why approach from your research

Blog: Your documenting your primary research , secondary results, methodologies, etc.

  • UAL Spark journal
  • UAL Graduate showcase – how to upload your work for the festival space
  • Descriptive account
  • Deadline: Monday 16th Nov share padlet with tutor
  • Friday 20 Nov create profile on
  • Friday 27 Nov Upload all work to graduate showcase
  • Friday 4 Dec. Final upload 

Working with your tutor:

  1. Cover image or head shot
  2. Your research question
  3. Introduction (50words)
  4. Process visuals: images of action research / intervention testing, events
  5. Project summary: approx 500 words and extract from evaluative report 
  7. How to video:

others’ padlet: Question – How can the transparency of visual media address sensitive social issues amongst conservative societies?

This research project revolves around visual media’s ability to transparently communicate sensitive social issues through using an online virtual exhibition as a platform to convey these topics. This research focuses on 3 sensitive topics which are menstruation, mental health and violence against women. 

The project aims to normalise conversations and raise awareness to create a safe space for people who struggle with these issues to seek help.

How does the transition out of university affect post-graduate’s mental health?

This project aims to explore how to ease the transition from university life into post-graduate life. 49% of graduates said their mental wellbeing declined after leaving university; I’m providing easily accessible resources and a space for people to share their experience through post-grad life to help fellow graduates and students. 

17th – Nov Tuesday Class

who are your external validators?

(more than) eight elements…

curious topic, research (survey, interview, article), intervention, stakeholders, feedback, iteration reflection, testing/application, ideation, knowledge ma

A+S+T Art science technology

Knowledge management: Identification & Classification. 

Name- component – version number 1234- Attribute

Challenge – Problem – Vision Definition / Design brief / Solution

What was the methodologies you used in these 6 stages 

Deadline  – how long do we have left for this project

Solution should be where your goal is…

What is your goal? Specific, measurable, appropriate, realistic, time-bound

Options and obstacles

Festival: 14th -December 

Zuleika: 16th – Nov -2020

Blog – Unit 2 -online class notes, can be forgiven they are images, making the writing bigger, different font maybe? Do not make the aesthetic appeal what I’ve written. 

You don’t have to be too personal, but put on what you think is appropriate. 

Attention to detail is good, showing your thought processes.

Making sure someone with fresh eyes coming to this blog can visualise easily.

Content page maybe?

  • Louisa  London Drawing Group instagram . event – The Female and Lesbian Gaze in film – Online lecture – Dr Kimberly Baltzer-Jaray 
  • look up some of her stuff – podcast 
  • Padlet – add visual – don’t forget 
  • Learning outcomes 
  • Record everything on the blog – even printing on the wall, mindmaps, visual journey etc