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Clare Culliney
Clothing Design and Technology

Telestia AB Multi Media CD Rom - Pattern Technology

Introduction

This paper describes a change in teaching practice which was introduced as a result of the availability of new teaching materials specific to the subject area, developed as part of a EU funded project.

The overall background to the course development was a shortage of technical skills, particularly creative pattern cutters within the UK clothing industry (DTI, 1998). These facts were substantiated by a skills audit carried out by Skillfast UK, formerly known as CapitB Trust, the national training organisation for the British clothing industry (CapitB, 2001). The original aim of the Clothing Design and Technology (CDT) course, based on this research, was to provide the clothing industry with proficient pattern cutters (MMU, 2001). Pattern Technology is still considered a fundamental element of the BA/HND CDT and HND/FDT courses, being a double credit unit.

An innovative method of pattern cutting, which was developed by Sitam AB, as part of an EU initiative under the Leonardo da Vinci programme, has been successfully used to teach pattern technology to BA/HND CDT and HND/FDT courses for the past seven years. The original training package produced in Thessalonica Greece, comprised a book, template, ruler and flexible squared ruler (Vouyouka, 1996). This system has recently been packaged as an interactive multi media CD Rom, with web based training programmes currently being developed and piloted by MMU and our European partners (EU 5 th Initiative Project).

Impact on teaching

It is essential that stage one students acquire a good knowledge of basic pattern cutting techniques and principles. With the steady increase in student numbers it is vital that we review and update the implementation of this subject area to ensure that all students can achieve this objective. In addition we are aware of the diversity of learning styles within today’s student group and we need to develop a range of teaching strategies to accommodate these differences (Kramer-Koehler, et al, 1995). Physical limitations, escalating student numbers and student diversity have an impact on teaching methodologies and pedagogies. Classroom presentations with little or no technological input, assumes that students learning styles are adequately catered for. Academic institutions must update and restructure their teaching around the twenty first century student (Gerlich and Perrier, 2003).

These considerations imply that teaching in this subject area needs to be interactive and adaptive to allow students to take a more active role in their learning.

Students at all levels on these courses are currently taught Pattern Technology in traditional teaching rooms, equipped with pattern cutting tables and high chairs. The Telestia AB presentations are projected from the CD-ROM onto a large screen, at regular intervals during class, via a laptop.

The impact of technology has enhanced teaching and student learning. Students find the software visually stimulating, stay focussed and actively engage in the learning process. Presentations are easily viewed on the screen by large groups of students, followed by practice and reflection to reinforce learning. The combination of traditional techniques and computer technology adds value to the teaching of practical areas (McCoy, 2003).

The main drawback of this approach is that more adept students are constrained by the ability and pace of those who are less able. Ideally the subject should be taught in specially equipped work studios furnished with pc’s and small work tables, alongside traditional pattern cutting equipment, enabling access to individual pc’s, and allowing students to work at their own pace. In this respect, the experience of MMU students is dissimilar to those of their European counterparts, who work in specially equipped rooms.

The Telestia CD Rom’s, which were originally designed for USB ports, imposed limitations for use at MMU Hollings faculty, where the pc’s incorporated parallel ports. The CD’s have recently been redesigned to overcome this problem, allowing access for a number of students to practice and reflect outside normal class hours.

European experience

Our European partners in Greece and Germany claim that the introduction of the Telestia AB CD Rom as a resource has enhanced teaching, both in terms of quality and time saving. In these countries the Telestia programme is used in two ways: It is used as part of an interactive presentation projected onto a large screen, as in the UK and on individual pc’s, allowing student access as independent learners.

Students in Europe work in specially equipped rooms containing computers and pattern drafting tables. An initial presentation outlines the objectives, followed by pairs of students working virtually unsupervised, at their own pace. Advantages to learners include:

• Use of modern learning tool
• Self directed and independent working
• Step by step instructions

The visual, step-by-step approach to teaching allows students to understand and master complicated procedures. Weaker students, working in the specially equipped rooms, are aided by the interactive content and repeated access to the programme as required, achieving a higher level of performance.

Course content has been expanded to include additional studio workshop sessions, allowing students to practice and reflect. The Telestia AB methodology has been used successfully in industry with impressive results being recorded at feedback sessions held by Skillfast. The feedback from industry was analysed by the Sitam team in Greece and incorporated into updated versions of the AB modules.

Student feedback

Student response has been positive. Students have commented on the interactive visual display, where previous practical demonstrations have been restricted to inaccurate illustrations on a whiteboard or patterns produced on tables, where students’ views were severely restricted by numbers.

It was initially felt that our students were at a disadvantage, as students in Greece and Germany work in specially equipped rooms containing pc’s and tables, enabling them to study, reflect and take responsibility for their learning. However sessions have been redesigned to incorporate an initial presentation, followed by practice and reflection. The introduction of the new technology allowing student access to the programme on a number of pc’s will assist revision, but limited access to computer studios will restrict learning.

Summary and conclusions

It is envisaged that computer technology will play an increasing part of Pattern Technology within our courses. Currently students are given an overview of the Gerber CAD system, which includes pattern design software. This technology is already being linked with traditional techniques as students’ access and print off block patterns, which are then adapted to their own designs.

Whilst the Telestia AB multi media package has undoubtedly enhanced teaching and learning, the web based training packages will further complement this process, physical limitations permitting. Future planned use of digital technology will allow practical demonstrations to be accessed on a web based learning resource, projecting images onto large screen via a digital camera. The delivery of subject matter using flexible learning materials provides more efficient and effective teaching.

There have been dramatic changes in the use of teaching aids and materials in HE over recent years. Lecturers should be considering not whether to use technology, but how to use technology (Gerlich and Perrier, 2003). We should be trained to appreciate the merits of computer based learning, reflecting on educational practice and updating subject specific skills, committed to development and change (Abbas, 2003).

References

Abbas,S. (2003) –‘Transformative’ Models for Learning, Teaching and Academic Professional Development’ in Learning and Teaching in Action, 2(2).

Capit B Trust (2001) – Skills for Success: A report on the impact of market changes on the skill base of the UK clothing industry, CapitB Trust.

Cheshire,S. (1998) British Fashion Designer Report, DTI.

EU 5th Initiative Project - eTelestia. Gerlich,B.K and Perrier,A (2003) – ‘Arts Instruction in the Age of Technology’ in Information Technology and Libraries, volume 22 p79.

Gerlich,B.K and Perrier,A (2003) – ‘Arts Instruction in the Age of Technology’ in Information Technology and Libraries, volume 22 p79.

Kramer- Koehler et al (1995) ‘The Use of Learning Style Innovations to Improve Retention’ in ASEE/IEEE Frontiers in Education ’95 : Proceedings, Purdue University.

Manchester Metropolitan University (2001) – Clothing Design Technology Definitive Document, p.1.

McCoy,K. (2003) ‘Learning Curves’ in Print, Volume 57 p124.

Vouyouka, A. (1996) Simplified Method Pattern Construction, Sitam AB School.

Clare Culliney
e-mail: c.culliney@mmu.ac.uk
telephone: 0161 247 2648

December 2003
ISSN 1477-1241