BLOG 6
Feedback from Practitioners, Teachers and Technicians on the ‘Cube Trans configurations Tool.
Introduction
This is feedback from practitioners, teachers and technician who have looked at my research approach and concept of the cube to reveal unseen disabilities that students do not share with tutors and fellow student colleagues that may hamper their educational learning. Where possible I have added online links and references to give context to each colleague’s feedback to give additional information to enhance the readers knowledge and understanding of subject discussed.
The feedback from the practitioners, teachers and technicians has opened my research to many possibilities in how the cube can be used as an aid for tutors to deliver a creative subject or support student learning and help those with disabilities.
TIM STEPHEN
MA (Photography), BA (Critical Fine Art), BA (English/Music)
P.G. Certs. (Education) (SpLD) (Integrative Art Therapy)
Senior Fellow (SFHEA)
SEDA Recognized Research Supervisor
Education Developer – Curriculum
UAL Annual Education Conference Organizer
Co-Chair Educational Ethics Subcommittee
Teaching Learning and Employability Exchange
University of the Arts London
Tim Stephen was given a ‘Cube package’ containing: 1 x Cube, 1 x roll of electrical tape and a document giving a description of my action research project.
Tim had the cube for several weeks for him to explore the concept of the cube or use it in relation to his practice.
This feedback from Tim was a 1:1 meeting at Elephant Castle during one of our Group 4 workshops classes at London College of Communication at Elephant and Castle. It was a face-to-face meeting where I allowed him to give verbal feedback with no limitation or restrictions or rules in how he presented his views and reaction to my ideas on ‘unseen disabilities’, or how he has used the cube as a teaching tool. This was a free-flowing engagement of ‘oral communication’. His immediate, critical feedback to the cube is what I wanted to document-this I captured with handwritten notes in my research diary during our talk. For me, as the researcher was an instant way of capturing Tim’s reaction to my Action Research project aims, the cube a teaching tool and how he has used it.
Below are my notes highlighting the key points that came out of my interview with Tim on 00/00/0000.
It was interesting to see that Tim did not write anything or put any kind of information or imagery on to cubes surfaces at all. As he said, he was fascinated by how it can be manipulated in your hand. It was a sensory object which he felt would aid people with Autism, Dyspraxia, ADHD. This gave secondary benefit for students who may have difficulty concentrating. Using our senses-eyes, smell and touch is a very positive. ‘Positive’-enforcing ‘sensations’ if applied to teaching. In primary and secondary schools. A tool like this could help with education. As an object, it could help those students with special needs. Who are sometimes excluded from a teaching environment. ADHD and other unseen
Symptoms; speech, language. A handheld tool may help overcome this. (keeping their hands actives and not distracted; keeping their mind focused on the class lesson)-the students can communicate by marking on the surface. With imagery or with writing? It could be the type of media in which a student with social difficulties will be able to communicate.
Society has an impact on students’ lives, they must live through difficult times and navigate situations i.e. coming from an impoverished background or have home life difficulties, self-confidence, social status/low income.
Tim did further reference to students with ADHD. Some student conditions may help be helped to stimulate and sooth behaviour. Or help regulate their own behaviour within a classroom environment. By having a distraction or a learning distraction. In their hand. Will help improve engagement within student class. ie Irritability. Vocal outburst.
As Tim put it, ‘the tool can be used to keep the student to be cool’. The ‘keep object’ can be proactive. Can be Passive. Can make the student relax. Help the student to engage with fellow colleagues.
Conclusion from Tim Stephens feedback.
Tim has viewed the cube as an aid in helping students who have difficulty concentrating on lessons within a classroom environment and has identified certain students who suffer from a mental health condition and that the cube can help sooth their condition.
This view of the cube I did not consider; to be used to alleviate and reduce the symptoms of ADHD. This data I will use to further consider the alternative functions of the cube.
This is additional information to enhance the readers knowledge and understanding of subject discussed.
What is ADHD ?
What is ADHD?
Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder marked by persistent symptoms of inattention and/or hyperactivity and impulsivity that interfere with functioning or development.
Symptoms begin in childhood and can affect daily life, including social relationships and school or work performance. ADHD is well-known among children and teens, but many adults also have the disorder.
Below is a video link giving a brief description of what ADHD is and signs and symptoms to be aware of. I have also
6 Signs and Symptoms of ADHD
You tube (2021) 6 signs and Symptoms Of ADHD https://youtu.be/Dm_q2lIF30g
A correct diagnosis and treatment of ADHD can lead to an improvement in:
- The Relief of an Explanation
- Issues at School and University
- Concentration
- Work Performance
- Relationships Issues
- Control of Your Brain
- Social Anxiety
- Self-Compassion
- Discovering Your Best Self
- Self Confidence
- Time Management
- Energy Productively
The strategies for managing ADHD include:
- Behavioural Therapy
- Speech and Language Therapy
- Biofeedback
- Cognitive-Behavioural Therapy (CBT)
- Psychiatric Evaluation
- Parenting Strategies
- Colour-Coding Systems
- Medication Management
- Educational Interventions
- Occupational Therapy
- Neurofeedback
- Counselling
- Environmental Modifications
- Planners and Organisational Tools
Where can I learn more about ADHD?
Free brochures and shareable resources
- Attention-Deficit/Hyperactivity Disorder: What You Need to Know: This brochure provides information about ADHD in children, teens, and adults, including symptoms, diagnosis, causes, treatments, and resources to find help for you or your child (also available en español).
- ADHD in Adults: 4 Things to Know: This fact sheet provides information about ADHD in adults, including symptoms, diagnosis, causes, treatments, and resources to find help for yourself or someone else.
- Shareable Resources on ADHD: These digital resources, including graphics and messages, can be used to spread the word about ADHD and help promote awareness and education in your community.
Multimedia
- Mental Health Minute: ADHD: Watch this short video to learn about ADHD.
- NIMH Expert Discusses Managing ADHD: Learn the signs and symptoms of ADHD and how it is treated as well as tips for helping children and teens manage ADHD symptoms.
- Centers for Disease Control and Prevention (CDC) : The CDC offers fact sheets, infographics, and other resources about the signs, symptoms, and treatment of ADHD in children.
- MedlinePlus : This resource from the National Library of Medicine provides information, research, and resources on ADHD and ways to learn more (also available en español ).
Research and statistics
- Journal Articles : References and abstracts from the National Library of Medicine’s PubMed
- Statistics—ADHD: Statistics on the prevalence and treatment of ADHD among children, teens, and adults
Michael Breakey
Support Technician Performance
Performance
Michael Breakey was given a ‘Cube package’ containing: 1 x Cube, 1 x roll of electrical tape and a document giving a description of my action research project. Michael had the cube for several weeks for him to explore the concept of the cube or use it in relation to his practice.
This feedback from Michael was a 1:1 meeting at Central Saint Martins College, Kings Cross- in my office. It was a face-to-face meeting where I allowed him to give verbal feedback with no limitation or restrictions or rules in how he presented his views and reaction to my ideas on ‘unseen disabilities’, or how he has used the cube as a teaching tool. This was a free-flowing engagement of ‘oral communication’.
This time I asked for permission from Michael for me to do an audio recording of our meeting as well as me taking written notes. Michael gave verbal permission. Please find attached an audio recording of the meeting as well as an audio trans script for review. I decided to take this type of feedback approach to see If a maintain accuracy in my written notes
Below are my notes highlighting the key points that came out of the interview with Michael 26/11/2025.
Feedback 26/11/2024
PGCert cube Michael B 26112024-edit 08012025.mp4
PGCert cube Michael B 26112024-edit 08012025.mp4
Michael Breaky reviewed the cube design. And read the document that became with the page explaining the ideas, concept that I wanted to achieve with the cube as a teaching tool. Michael saw the cube as a surface that captured design ideas. To be able to physically break up the design surfaces to create other possible design ideas. To physically reconfigure the cube in your hands. He understood the concept of the unseen disability and the research I was pursuing. But he saw other potential usages of the cube that had a stronger impact on the students’ learning-encouraging new design ideas and creativity.
Michael shows me the cube that he was given, it is covered in drawings. Several images on the surfaces. His idea is ‘it is a multi-dimensional sketchbook’. Exploring all ideas, to be able to dismantle them in your hand and transform them again in another design. I did not perceive the cube being used this way. This is an exciting discovery. And the thinking behind Michael’s. theory on design and how it can challenge student ideas. Is unique. To be used as a sketchbook. ‘Full sketch cube’. Open, for a myriad of ideas. Michael said it was a great way for students to express themselves and not to be precious with initial sketches. It was a great way of breaking design ideas up and stimulate new ones. Design forms and shapes. In a three-dimensional handheld tool. To be able to visualise in colour. Visualise with photos (stuck on surfaces?) Visualised with lines of pictures. Please see photo sketch below.
Conclusion from Michael Breakey’s feedback.
This opened a new line of discussion, thoughts and ideas that Michael’s provocative feedback has encouraged me to explore his ideas of a ‘sketchbook’ tool (note to me, must listen to audio recording of his view of the cube). Please listen to sound clip as this was such a great exploration of unseen disabilities.
Again, greatly surprised in how this practitioner had a strong connection for the cube to be used as an aid to design and not for the use of supporting disability. But I must note that Michael Breakey is a designer with strengths in the manipulation of materials and the application of construction methods; his practices is the development of design ideas, closely linked to diverse materials and fabrication. The cube, through his eyes, strengthens the students ‘design thinking’ and not be too precious on initial drafts of design ideas.
I will note this line of thinking in my research and try to push the idea of the cube as tool to encourage greater design creativity.
Feed Back from Carys Kennedy 13/11/2024
Educational Developer Reward and Recognition
Academic Practice
This was an inspirational meeting that made me reflect on the progress of my research practice and approach to the subject of ‘Unseen disabilities’. Most importantly, Carys gave me advice in how to navigate the sensitivity of the subject and to overcome the “full stop in my research’ journey that I encountered when I felt I could not progress any further due to the nature of the research where I am asking very personal questions to student, to reveal hidden disabilities -that they may not want to share with me or in a student group (in a safe teaching environment). I have explained the ‘Oh shit moment-hitting the wall, full stop’ in detail within my research blogs.
Carys gave a clinical review of what I have done so far and an injected enthusiasm where my research was taking me and the realization that ‘I’ had to assess my intentions and suitability in pursuing and achieving ‘inclusivity for all’.
Below is the link to the online Teams meeting I had with Carys Kennedy. I have also added a transcript of the meeting as it shows my doubt in my suitability’ in pursuing this line of research.
Action Research Project ‘Unseen Disabilities’-20241113_160657-Meeting Recording.mp4
Action Research Project ‘Unseen Disabilities’
Below, are a some points made during our talk.
Carys Kennedy
‘And a couple of initial thoughts, whether it’s intentional or not, I really love that you’ve spoken about unseen disability. I really personally have an issue with the term hidden disability like someone’s hiding something or invisible like it can’t be seen unseen puts the focus on the person who’s doing the looking’.
‘So, if we’re saying unseen, I personally quite like that term because part of what you’re saying is actually often times maybe if a person is autistic or has Crohn’s disease’.
‘If we’re looking, if we’re paying attention, we might recognize that and be able to adapt our practice and include people, so not everyone agrees with me, but personally I just, I don’t know if that word choice was intentional, but I personally quite like it.’
Conclusion from Carys Kennedy’s feedback.
Carys Kennedy has made me aware of the ‘Social Model’ which is a different approach of understanding disability that focuses on the barriers created by society, rather than the individual’s impairments. This model suggests that people are disabled not by their bodies, but by the way society is organized. I plan to look at these aspects of disability where society restrict disable individuals physically as well as mentally, an element that I will add to my research.
This is additional information to enhance the readers knowledge and understanding of subject discussed.
Below are further references to the subject on the ‘Social Model’
The social model of disability is a way of understanding disability that focuses on the barriers created by society
Barriers: These can be physical (like buildings without ramps), attitudinal (such as stereotypes about what disabled people can or cannot do), or systemic (like policies that exclude disabled people).
Impairment vs. Disability: An impairment is a functional limitation within the body or mind, while disability is the result of the interaction between people living with impairments and an unaccommodating environment12.
Michael Oliver is a key advocate of the social model of disability, which is the idea that much of the inconvenience and difficulty of living with a disability is not an inherent feature of the disability itself, but a failure of society to adapt to the needs of disabled people1. Oliver published his book on The Politics of Disablement in 19901. According to Oliver, the social model of disability does not constitute a social theory, but provides a definition of disability inscribed in a sociological perspective informed by historical materialism2.
Learn more: Links below
Disabled Students Campaign-Social Model of Disability with Mike Oliver
The Social Model of Disability Explained
Leila Ghouri
Specialist Technician Video Performance and Screen Media
Leila Ghouri used the cube to collect data from students in their understanding of video production.
Film. Workshop Inductions. It was used to encouraging students to collaborate. To identify some of the things that they may encounter in the film industry. Misogyny, Racism, and Disrespect towards women as well as men. To support student who are lacking knowledge on film equipment and equipment set-up. The cube can help students to note on the surfaces what they understand or do not know about video film production. To understand different departments of a film production team. It also encourages students to work together. How would they work together? How will the production team function. This helped the students to think of the problems that they may face as a filmmaker. It can be used as a way of storing information. To recall a recording process, an analysis of film procedures.
conclusion from Leila Ghouri’s feedback
She also viewed the cube as a Pandora’s box. All the possibilities of film production and design is possible. Themes can be explored. Using it as a possible ethics tool or a way of exploring new ideas in filmmaking? It can be used to introduce a teaching theme in film production.
Campbell Muir
Specialist Technician Jewellery
Materials
Below is a copy of an email sent by Campbell giving feedback on the cube, dated Wednesday 30th October 2024
Hi Michael,
I completed the cube with a design problem concept to encourage students to make a dialogue about the design process, with jewellery in mind but product in general. I never cut it up but feel that it would work well as a tool for loosening up situations when I there’s a need to talk.
I will answer the questions via an email, I’m off until next week now but if you want to collect it it’s on my desk in my office so if you’re in just pop by and Chris or Frieda will give it to you.
Speak soon
Campbell
Conclusion from Campbell Muir feedback.
Campbell used the cube as an Icebreaker to encourage students to talk openly and discuss design problems and concepts. He has viewed as an aid to be used during the design process and product. There is no reference concerning disabilities, seen or unseen. The cube has been solely used as a teaching tool to encourage greater student participation and enhance creativity.
Summary of feedback from Practitioners, Teachers and Technicians on the ‘Cube Trans configurations Tool.
The various interviews with the above practitioners, teachers and technicians, on my art based research approach to unseen disabilities; I was greatly surprised by the diverse response and usages of the cube in their fields of professional practice , from film productions, jewellery maker, costume, photography etc. It is was made clear to me that the cube can be used to deliver a multitude of subjects; disabilities; an aid to design creativity. With intersectionality being a strong element of the cubes influence on a students; to stimulate ways of thinking; to ‘touch your written thoughts’ an interaction of ideas.
Recording feedback from interviews from practitioners, teachers and technicians to be used as data
With reference to ‘ Writing small discoveries: an exploration of fresh observers’ by Aksel H Tjora. I found that the interviews with the selected practitioners were very intensive and mentally challenging as my initial approach was a face-to-face meeting where I allowed them to give verbal feedback with no limitation or restrictions or rules in how they presented their views and reaction to my ideas on ‘unseen disabilities’, or how they used the cube as a teaching tool. My method of recording this was to write notes while asking questions and observing their manipulation of the cube. To maintain all my senses- attuned to making sure I record my observations accurately was demanding. as stated by (Tjora, A. H.) ‘collecting information-in-society firsthand by maintaining alert attention, with maximum use of the observer’s complement of perceptual abilities and sensitivities, to all the accessible and relevant interpersonal and intrapersonal events going on in the immediate field situation through a period of time’
I felt accuracy in my documentation would be lacking and so you will find that I have used several methods to record the interview, by either using an audio recording (Michael Breakey) or an online interview with Carys Kennedy.
Do feel that my initial approach and the rules I have set fo the interview to take play was more engaging for the interviewer and interviewee. I felt the free flowing of information gave a richer context of my cube but I still feel I have not captured everything that was said or actions I observed.
But if accuracy in the data is crucial I would in future record the interviews with a recording device; video and audio.
REFERENCE:
Tjora, A. H. (N.D.). Writing small discoveries: an exploration of fresh observers’ observation. Norwegian University of Science and Technology.
The Cube ‘Trans configurations Tool’
I believe this can be a useful teaching tool to encourage open dialogue about unseen disabilities and other challenges students may face.
Below is a video clip of the cube in use.
I have also attached an online debate with my fellow Pg Cert colleagues, talking about disability in a Blog discussion. I want to share this exchange because the blog format gave an accurate account of personal views on disabilities but over a longer period of time. What is interesting and to be noted is the passion of the debate.
PGCERT BLOG !) REFERENCE my Disability
11 Responses to BLOG TASK #1 ‘DISABILITY’