Steps 1 and 2 – Intervention Proposal for Inclusive Learning
These Cycles were important to define my Intervention Proposal in the last term before I defined my Action Research Topic for this term. I mainly gathered answers through series of documents produced by the Industry and the UK government.
1- Is the VFX, animation, and postproduction industry still predominantly male ?
Based on my 15 years of industry experience, I believe it is. I have personally encountered challenges in advancing my career due to systemic gender bias. This question aims to validate those experiences through quantitative data and assess whether diversity remains limited in these sectors. Demonstrating this would support the argument that developing soft skills—particularly those related to STEM—can help individuals overcome structural barriers by equipping them with adaptive mindsets and practical tools.
2- Can soft skills—especially those related to STEM—be a key to increasing inclusion in these three sectors?
I aim to explore whether there is evidence, even if indirect, that honing STEM-related soft skills can promote inclusion in the VFX, animation, and postproduction industries.
3- Is it worthwhile to restructure the MA course to nurture soft skills, particularly those aligned with STEM?
This question investigates how seriously the industry values soft skills when recruiting graduates, and whether it is feasible to integrate such skills into the curriculum in a way that is meaningful and acceptable to students.
4- How can I adapt the first term of the MA curriculum to support students’ soft skills development?
Unfortunately, the PG Certificate has not provided in-depth training in pedagogy, so I currently lack the theoretical foundation to make these changes confidently. I will need to research teaching strategies independently and test them during the Action Research cycle. So far, I have identified flipped classroom and scaffolded learning methodologies, which I am currently implementing in my teaching. I will evaluate their effectiveness at the end of the cycle.
Steps 3 and 4 – Action Research Project
After gathering answers from the previous Cycle and have more confidence on the topic of need to develop Soft Skills in my course, my investigation progressed regarding how to nurture STEM soft skills more explicitly on MA Visual Effects course and check students’ reactions through 3 questions:
1- Will it be effective if implemented soft skills usage gradually through 3 stages in the first term by:
a) Using a scaffolded flipped classroom model as the delivery methodology to increase time-on-task no matter the students’ level and increase the time where soft skills can be used and analysed in depth.
b) Offering six channels to support students’ reflection and application of soft skills: 2 workshops (beginning and end), Padlet Journalling, Project Presentations, Blog and the Soft Skills Passport.
2- Does this intervention—focused on the identification and application of STEM soft skills—actually improve students’ professional growth ?
Specifically, does it lead to improvements in the quality of their work, engagement, performance, and final unit assignment submissions (e.g., reflective blogs, critical appraisals, collaborative work, and final videos showcasing hard skills)?
3- What do students think about soft skills ? I am aiming to explore their:
• Metacognitive Knowledge: What students know about soft skills and their importance.
• Metacognitive Regulation: How students plan, monitor, and evaluate their use of soft skills in learning and collaboration.
The structuring of these stages are detailed more closely in another section of the blog: ARP Schedule.