For my focus groups I will be using semi structured questions to begin and help steer conversation, but allow the space for conversation to go off on tangents depending on what the participants choose to say.
I developed the questions so that I could get a grasp of initially how they feel about the topic, then to find out how they feel about the CAD CLUB resource as it currently is, and then to end on how to build engagement.
The initial questions are as follows:
- When I use the words, ‘technical drawings’ and ‘illustrator’ what words/thoughts/emotions come to mind?
- What barriers do you face when it comes to creating technical drawings for tech packs and range plans? These barriers could be physical, mental, emotional etc.
- Do you feel like there is enough teaching and support to allow you to realise what is asked of you for submissions?
- Before this focus group who had interacted with the CAD CLUB content before?
- Who only experienced it for the first time in preparatory task leading up to this focus group? Why hadn’t you looked at it before?
- Tell me about your experience with accessing the videos and the videos themselves. Were they easy to find?
- What would you change if you could?
- What was good about them?
- What would you like to see more of within the content?
- What could be done to get you to engage with the resource more?
I know that these questions need to be tested, and ended up testing them out in three different ways, which I have outlined below:
1.
PgCert Peers
I trialed asking the questions to some of my peers within a PgCert workshop.
The peers I spoke to don’t work within fashion, so are unfamiliar with some of the more specific terms used and the resource in question itself. Therefore they weren’t able to provide answers that reassured me I would be getting the answers I was expecting/hoping to receive when put into action.
However, they could help with the wording, flow, balance of open-ended vs close ended questions. The feedback was that the flow of questions seemed good and followed on from each other. One peer said that more prompts would be useful for vaguer questions like ‘Tell me about your experience accessing videos….etc’ Perhaps adding, did you find them easy or difficult to find? would add more guidance.
2.
Running my questions through ChatGPT
I need to test my questions out on students to see if they were asking what I wanted, however I knew it would be challenging to get students to sign up for the focus group so I didn’t want to make that pool any smaller by actually testing them out on one of my students.
So my next point of testing was to try out AI for the first time. I’ve never used it before but thought I would give it a go. I was initially worried that it would be see as ‘cheating’ however with a bit of research I discovered that AI is ‘already in use in the work environment, particularly that of higher education, in terms of enabling research practices and teaching’ (Chubb, Cowling & Reed 2022) and that using it for tasks like audio transcription and other ‘lightweight’ tasks as it were are good uses of the software.
I used the AI tool ChatGPT and asked it to answer my questions from the point of view of a fashion student at university.
Here is what it said:
As a fashion student, here are my responses to your questions:
1. When I use the words ‘technical drawings’ and ‘illustrator,’ several words, thoughts, and emotions come to mind.
- Precision: Technical drawings involve creating precise and detailed representations of garment designs.
- Software: Illustrator is a widely used software for fashion design, known for its versatility in creating vector illustrations.
- Creativity: Despite the technical nature, there’s still room for creativity when translating ideas into technical drawings.
- Frustration: Sometimes, creating technical drawings in Illustrator can be challenging, leading to frustration.
2. Barriers to creating technical drawings for tech packs and range plans can be both physical and mental:
- Lack of Proficiency: Inexperience with design software like Illustrator can be a major obstacle.
- Time Constraints: Creating detailed technical drawings can be time-consuming and stressful, especially with tight project deadlines.
- Perfectionism: Striving for perfection in technical drawings can lead to emotional stress and self-criticism.
- Resource Limitations: Limited access to high-quality reference materials and equipment can impede the process.
3. The availability of teaching and support can vary, but some students may feel it’s insufficient. It’s crucial for educators to provide clear guidelines and support in terms of technical drawing techniques and the use of software like Illustrator to meet submission requirements.
4. Before this focus group, some students may have interacted with CAD CLUB content, while others experienced it for the first time. The reasons for not engaging with it earlier may include:
- Unawareness: Some students might not have known about CAD CLUB or its relevance to their coursework.
- Time Constraints: Students may have been too busy with other academic commitments.
- Lack of Interest: Some students might not have been motivated to explore CAD CLUB content.
5. To make students engage with CAD CLUB more, clear communication and showcasing the relevance of the content to their coursework can be essential.
6. Regarding the experience with accessing the videos and the videos themselves:
- Accessibility: The platform’s ease of access, user-friendliness, and responsive design can greatly impact the user experience.
- Content Quality: The quality of video content, including clarity, organization, and depth of explanation, is crucial for learning.
- Interactivity: Interactive elements like quizzes or Q&A sessions can enhance engagement.
7. If I could change something, it would be to ensure that the videos are consistently updated to reflect the latest software features and industry trends. Additionally, having more practice exercises or assignments related to the video content would be helpful.
8. What was good about the videos was their step-by-step approach, making it easier to follow along. They were also visually engaging, which is important for a visual field like fashion.
9. I would like to see more real-life examples and case studies within the content. Seeing how professionals use these tools in the fashion industry would provide valuable insights.
10. To encourage more engagement with the resource, consider providing certificates or badges upon completion, hosting live Q&A sessions with instructors, and actively promoting the relevance of the content in the fashion industry. Collaborating with the university to integrate CAD CLUB into the curriculum can also make it more appealing.
I was pleasantly surprised by the responses! Whilst some of the answers were a bit on the nose (eg. Illustrator making you think of the word ‘software’) it produced answers that felt true to what I know some of my students are experiencing in terms of ‘frustration’, ‘lack of proficiency’, ‘resource limitations’ and ‘unawareness’. It even generated that it was good the videos had a step by step approach – which they do, but ChatGPT couldn’t have known!
I then wanted to know how these questions might be answered differently, based on students from varying socioeconomic backgrounds. Does this realise any other key themes in potential answers?
How do you think students from varying socioeconomic backgrounds would answer these questions differently?
Students from varying socioeconomic backgrounds may have different perspectives and experiences when answering these questions. Here’s how their responses might differ:
1. Technical Drawings and Illustrator:
- Students from more privileged backgrounds may have had access to better resources, including high-end design software and quality art supplies. They might associate these terms with opportunities and creative advantages.
- Conversely, students from less privileged backgrounds may view technical drawings and Illustrator as challenging due to limited access to necessary tools, potentially feeling disadvantaged.
2. Barriers to Creating Technical Drawings:
- Students with financial stability may not face financial barriers in acquiring software, materials, or additional training, but they could still struggle with perfectionism or time constraints.
- Students with limited financial resources may emphasize financial constraints and a lack of access to quality materials or professional training as significant barriers.
3. Teaching and Support:
- Students from more privileged backgrounds might have attended schools with better-funded art and design programs, potentially receiving more support and comprehensive training.
- Students from less privileged backgrounds might highlight the need for more accessible resources and support systems.
4. Interaction with CAD CLUB Content:
- Students with financial advantages might be more likely to have explored CAD CLUB earlier, as they could afford better technology and may have more leisure time.
- Students from less privileged backgrounds might have a stronger desire for free or subsidized access to such resources and may be more motivated by the promise of financial aid or scholarships.
5. Experience with Accessing Videos:
- Students with greater financial means may have access to faster internet connections and better devices, leading to a smoother experience with video access.
- Students from less privileged backgrounds might face challenges related to slower internet speeds or outdated devices, affecting their viewing experience.
6. What Would You Change:
- Students from more privileged backgrounds might focus on wanting more advanced content or access to additional premium features.
- Students from less privileged backgrounds could emphasize the need for content to be affordable, accessible, and inclusive.
7. What Was Good:
- Students with access to more resources might appreciate the video quality and production value.
- Students from less privileged backgrounds might value free or low-cost content more, even if the production quality is lower.
8. What Would You Like to See More:
- Students from more privileged backgrounds might desire more industry-specific content, as they may aim for high-paying jobs in fashion.
- Students from less privileged backgrounds might want content that focuses on affordable or DIY alternatives, catering to a different segment of the market.
9. How to Encourage Engagement:
- Students from more privileged backgrounds might respond positively to exclusive events or networking opportunities.
- Students from less privileged backgrounds might engage more if they see initiatives like scholarships, subsidies, or community-building efforts.
In summary, students’ socioeconomic backgrounds can significantly influence their perspectives and responses, with those from more privileged backgrounds often having more access and higher expectations, while those from less privileged backgrounds may prioritize affordability and inclusivity. Addressing these disparities is important for providing equal opportunities in education and professional development.
ChatGPT seemed to think that the CAD CLUB resources came at a cost which is not the case so many of the points can be redacted. However, it did raise potential concerns over limited financial resources to software, which could be laptops or computers of their own. This means they would need to come into university to practice which would come at a cost for commuting, as well as then not being able to access those resources in out of hours/out of term time.
I then asked ‘What about if you answered the questions from two different perspectives, students who feel confident using adobe illustrator, and those who aren’t confident using adobe illustrator?’
Certainly, let’s explore how students with varying levels of confidence in using Adobe Illustrator might answer these questions differently:
Students Confident in Using Adobe Illustrator:
1.Technical Drawings and Illustrator:
- Words/Thoughts: For confident users, technical drawings and Illustrator may evoke thoughts of creative freedom, precision, and efficiency.
- Emotions: Confidence may lead to positive emotions such as excitement, creativity, and empowerment.
2. Barriers to Creating Technical Drawings:
- Physical: Confident students may face fewer physical barriers, as they have the skills and tools to create technical drawings efficiently.
- Mental: They might still grapple with perfectionism but can overcome it more easily due to their proficiency.
3. Teaching and Support:
- Confident users might feel that the teaching and support are adequate or even wish for more advanced tutorials to enhance their skills.
4. Interaction with CAD CLUB Content:
- Confident users may have actively sought out CAD CLUB content before, finding it as a valuable resource to further hone their Illustrator skills.
5. Experience with Accessing Videos:
- They may appreciate the videos’ quality and the convenience of having access to expert-level content.
6. What Would You Change:
- They might seek even more advanced content or tutorials tailored to specific aspects of fashion design.
7. What Was Good:
- They would likely praise the content that aligns with their existing skills and provides in-depth insights.
8. What Would You Like to See More:
- Advanced techniques, tips from industry professionals, and design challenges could be appealing to confident users.
9. How to Encourage Engagement:
- They may engage more through exclusive forums or live sessions where they can interact with experts and peers who share their skill level.
Students Who Aren’t Confident Using Adobe Illustrator:
1. Technical Drawings and Illustrator:
- Words/Thoughts: For less confident users, technical drawings and Illustrator may seem daunting, technical, and intimidating.
- Emotions: They may experience anxiety, frustration, and a sense of being overwhelmed.
2. Barriers to Creating Technical Drawings:
- Physical: Limited familiarity with the software and tools could be a significant physical barrier.
- Mental: They might struggle with self-doubt, fear of making mistakes, and uncertainty about where to start.
3. Teaching and Support:
- They may feel that there is a need for more comprehensive teaching and support, with beginner-friendly guidance.
4. Interaction with CAD CLUB Content:
- Students lacking confidence in Illustrator might have only recently explored CAD CLUB content, hoping it can help them overcome their challenges.
5. Experience with Accessing Videos:
- They would value user-friendly, step-by-step video tutorials that break down complex concepts.
6. What Would You Change:
- They may suggest more basic content, starting from the fundamentals and gradually progressing to advanced techniques.
7. What Was Good:
- Beginner-friendly content and clear explanations would be highly appreciated.
8. What Would You Like to See More:
- They may seek more content that focuses on building confidence and basic skills, such as creating simple fashion sketches.
9. How to Encourage Engagement:
- Encouraging these students to engage might involve offering beginner workshops, one-on-one support, and forums specifically for novice users.
In summary, the level of confidence in using Adobe Illustrator significantly influences how students perceive and engage with technical drawing resources. More experienced students might seek advanced content, while those less confident require a focus on building foundational skills and self-assurance.
While AI has generated some responses that could potentially be valid and apply to my students, or even help in refining my resource, I will not be evaluating or analysing the answers to these questions generated by AI. The purpose of this exercise was to see if I will get answers to my questions that I was expecting or anticipating.
And I think I might!
3.
Testing on Course Leader
I finally ran my questions by my course leader who is another academic in the fashion design field, and works closely with the students I will be approaching for my focus group.
He said the following:
While first question he commented on implies that it is a bit of leading question, I’ve tried to include a mix of open and closed questions which will help me collect a mix of quantitative and qualitative data. So my hope with that question was that in my report I could be like x% students feel like there is not enough support in this area. So I don’t think I will reword this question.
Taking his other comments on board I revised the final questions to be as follows:
- When I use the words, ‘technical drawings’ and ‘illustrator’ what words/thoughts/emotions come to mind?
- What barriers do you face when it comes to creating technical drawings for tech packs and range plans? These barriers could be physical, mental, emotional etc.
- Do you feel like there is enough teaching and support to allow you to realise what is asked of you for submissions in relation to these technical assessment requirements?
- What kind of support outside of teaching do you think would allow you to realise these technical elements with more confidence?
- Before this focus group who had interacted with the CAD CLUB content before?
- Who only experienced it for the first time in preparatory task leading up to this focus group? Were you aware of it?
- Tell me about your experience with accessing the videos and the videos themselves. Were they easy to find?
- What would you change if you could?
- What was good about them?
- What would you like to see more of within the content?
- What could be done to get you to engage with the resource more?
Here’s to hoping these questions provide me with some great qualitative and quantitative data!
References
- Chubb, J., Cowling, P. & Reed, D. Speeding up to keep up: exploring the use of AI in the research process. AI & Soc 37, 1439–1457 (2022).