Evidence of Teaching

The DSR workshops I facilitated during the second half of 2025 became a practical testing ground for insights gained through my Year 1 modules. I had been reflecting on the misalignment between my teaching strategies and assessment approaches, particularly how I tended to assume shared understanding of theoretical foundations without making them explicit. This pattern, identified through assignment feedback, shaped how I designed the workshop. Rather than presenting DSR as an abstract methodology, I scaffolded the session around participatory activities that mirrored the iterative cycles of design science itself: participants moved from systemic diagnosis using the Iceberg Model, to problem reframing through design thinking, to sketching tangible artefacts with evaluation plans.

I adopted a blended learning approach that combined peer interaction with technology-mediated feedback. Participants used their mobile devices to respond to structured prompts via Microsoft Forms, with responses visualised in real time on the projected screen. This created an immediate feedback loop that surfaced patterns across the group and prompted discussion without requiring me to be the sole interpreter of participant thinking. The approach addressed something I had struggled with in earlier teaching: my tendency to position myself as the primary evaluator rather than creating conditions for shared sense-making. Watching participants learn from one another's analyses, and seeing their ideas take shape collectively on screen, reinforced what I had been reading about feedback as a reflective space rather than a transmission of judgement.

The experience confirmed a broader lesson from my Year 1 learning: that teaching is not something I deliver but something I create conditions for. Those conditions must include iterative cycles of reflection and revision, explicit scaffolding of theory, and attention to how learners make sense of ideas in their own contexts. The workshops were modest in scope, but they marked a shift in how I approach educational design, from intuitive delivery toward more deliberate, theory-informed practice.