Fashion-Tech Curriculum: a New Framework

T he Fashion-Tech Hackathon was organized as an opportunity to map current levels of knowledge and skills of learners active and/ or interested in fashion-tech. The Train the Trainers short workshop allowed the testing and refinement of the teaching methods identified, adjusted and compiled into a Teacher’s Toolkit for fashion-tech, by the teachers of the project members. The following three intensive programs brought together both teachers and learners from the partner universities to test and refine the proposed fashion-tech approaches at the intersection of smart textiles, digital manufacturing and wearables, in real-life situations. Politecnico di Milano (POLIMI) held a 5-day workshop on digital manufacturing, University of the Arts London (UAL) on wearables, and the Swedish School of Textiles – University of Borås (HB) on smart textiles. The workshops were not only the key activities to interact and gain feedback/learn from the learners participating in the project but also aimed to ensure that the courses developed are relevant and transferable to different fields of fashion-tech, different institutions and different regions, ensuring the project results are truly adjustable and sustainable. As all activities had a transnational approach (involving trainers and learners from each of the partner universities), they contributed to the mobility of these participants providing the added benefit of shared learning experiences, greater opportunities for knowledge sharing between institutions and its teachers & learners, as well as for further collaborative opportunities beyond the project. During the pilot workshops, the monitoring process aimed to assess the overall quality and success of each delivered training program. Central to this process it was the use of evaluation forms and questionnaires that the participants completed before and/or after each workshop. The meth - ods were designed to provide accurate feed - back and assessment relating to the depth and quality of the material delivered, the relevance of the subject matter, and the teaching practic - es employed throughout the intensive teaching and learning period. In addition, a peer obser - vation process was adopted within the for the participating teachers. Peer observations offer critical insights into an instructor’s performance and complement the student ratings and feed - back forms. Combining both perspectives con - tributed toward a more comprehensive and accurate representation of the overall teaching quality. Lastly, informal group discussions were held at the end of each workshop to openly dis - cuss and collate any additional areas or matters that they wish to raise or express, which may not be best achieved using feedback forms or questionnaires. An in-depth analysis of each learning, teaching and training experience follows