Microteaching
I have selected the marketing promotional posters that contain cultural information as the objects. Considering we are an online group and have limited face-to-face interaction with each other, I provided multiple example posters before I moved to the activity.
I did my microteaching on 29th Jan 2025, which is the Chinese New Year. Considering this special event and my teaching specialism, fashion marketing, I then decide to focus on the cultural posters as the objects in my microteaching design.
The main learning outcomes for my microteaching design are communication and understanding of key concepts (e.g. branding, style, etc.). Considering participants’ diverse backgrounds, they may not fully understand what is culture, why culture is important in fashion marketing, how to use cultural elements correctly to maximize the promotional effect, etc., I started the session with an introduction to culture in fashion marketing with few examples in bullet points. Then I presented 6 examples from 6 different fashion brands, which are specifically designed for the Year of Snake 2025. These 6 examples include some similar designs or applications of the Year of Snake, participants are encouraged to consider the similarities between the posters.
After the presentation of cultural poster examples, I listed 3 questions for participants to consider, which include:
- What cultural elements you can identify from those advertisements?
(i.e., color, element, language, special day, etc.)
- What’s the origin of the identified culture?
(i.e., eastern culture, western culture, country/regional culture?)
- What’s the main message these advertisements would like to deliver to customers?
(i.e., who can use the product, how the product can be used, any marketing purposes for profit, etc.)
Then an activity that offers participation brainstorming and practice opportunities followed. The activity was designed to include 2 parts: Participants need to reflect on what we learned from the 6 examples, then find and share an object that contains cultural considerations themselves, and share it with the class. Group discussion for ideas sharing purposes followed.
Various feedback and suggestions for further improvement have been received from peers, both highlighted the good microteaching design and a few areas still can be further improved. For example, participants suggested that more examples in the earlier slide introduce cultural patterns/colour, i.e., Christmas; and I could collect a collective understanding of culture by using the pool to monitor the learning outcomes (Daniel and Broida, 2004; Nuci et al., 2021).
In the future, I will continue with good structures and content design and also try to include a few quizzes to monitor whether participants are engaged and achieve the set learning outcomes.
Slides used for Microteaching is available here: TPP microteaching.pptx
Reference:
Daniel D. B. and Broida J., 2004, Using Web-based quizzing to improve exam performance: Lessons learned, Teach. Psychol., vol. 31, no. 3, pp. 207–208.
Nuci K., et al., 2021, Game-Based Digital Quiz as a Tool for Improving Students’ Engagement and Learning in Online Lectures, IEEE Access, vol. 9, pp. 91220 – 91234.