Integration Of Performance Materials Into The Clothing Curriculum

Traditionally modules within Higher Education are taught as discrete subjects. This has advantages since it enables students to develop knowledge and skills specific to each individual elements of the subject discipline. The expectation is that students will integrate and make sense of all the discrete elements. Whilst this is the ideal scenario, in practice often the first opportunity to integrate the various elements with a project occurs at final year. The purpose of the model presented was to integrate sections of the curriculum previously taught as separate entities into a single element at second year, using a blended learning approach to combine theory and practice. Thus, providing the opportunity for student to synthesize the knowledge obtained in various elements of their studies and develop an understanding of emerging/new technologies much earlier within their studies. The model differs from others: firstly by utilising fully integrated team teaching, engaging a diverse range of subject experts to enable network beyond the programme team, reinforcing research informed teaching and the teaching/learning nexus. Secondly active learning was employed as a means of challenging the learner, thus developing life/subject skills through establishing systematic connections of the different elements of their learning. Finally, through peer-support and networking, knowledge was exchanged (knowledge transfer) between students as they progressed through the development stages. This paper presents a successful model of blended learning which integrates research, technology, design and practical skills underpinned by the advanced study of textiles which is essential to any clothing curriculum.