Author Archives: Jules Stuart

ActiveDashboards (n.d.) ActiveDashboards. Available at: https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=c04b6e35-6d26-4db8-9ea0-5e27d30e3402&dashcontextid=638985459734562108 (Accessed: 6 January 2026). British Educational Research Association (BERA) (2024) Ethical guidelines for educational research (5th ed.). Available at: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024 (Accessed: 24 September 2025). Çiftçi, H. and Üster, S. (2009) ‘A comparative analysis of … Continue reading →

below are my presentation slides: and just in case / for reference here are the bullet points i wrote against each slide to learn to say:

Due to the prior mentioned limitations in data collection, I do not have an incredibly large sample size – as visible in the results of my survey. With the data collected from the 7 questions I have actually found the … Continue reading →

Finding literature on the topics I have been focusing on for this research project has been interesting, particularly because it is already an incredibly established subject, that yes, illustrations do tend to help people learn things more effectively. This aspect … Continue reading →

I was aware while planning my project that I would be heading down the survey route – since the resource I wanted to question students about was a poster and not linked to any specific time or place I needed … Continue reading →

In making the illustrated glossary I had to choose in what format I’d have it accessible to students. I started off dreaming big – thinking that I could have it both in print and online, have the online version be … Continue reading →

Below is my signed off Ethics Action Plan, outlining the methods of research for this project and some research sources. The total word count is 941 words, including the writing on the form (so probably around 650 words total).

The driving force behind how my ARP shaped up started off with the UAL attainment statistics – every year student grades are grouped by course, college, gender, disclosed disabilities, financial status and race. Year on year, when looking at attainment … Continue reading →

Can an illustrated glossary assist in greater understanding of 3D printing terminology and help more people overcome the initial hurdle of unfamiliar vocabulary? My question is based around thinking about my role as a 3D workshop technician at LCC, and … Continue reading →