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Author Archives: Matthew Plummer
ARP Bibliography
Chow, M. and Ng, O. (2025). From technology adopters to creators: Leveraging AI-assisted vibe coding to transform clinical teaching and learning. Medical Teacher, pp.1–3. Cress, L. (2025). ‘Vibe coding’ named word of the year by Collins Dictionary. BBC News. Available at: https://www.bbc.co.uk/news/articles/cpd2y053nleo. Crowson, M.G. and … Continue reading
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ARP Action Plan
I would keep my up-to-date plan or task list here. This could be in a simple list, or as a link to a Gantt chart or other timeline.
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ARP Rationale – Why research the implications of vibe coding in Computational Arts?
Vibe Coding was recently named word of the year by Collins Dictionary (Cress, 2025). The term was coined in February 2025 by OpenAI co-founder Andrej Karpathy, to name how AI can let coders “forget that the code even exists” while … Continue reading
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Protected: IP Unit / Reflective Report: Pushing for an Equality Impact Assessment in response to a proposed course closure.
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Protected: Intervention Plan Outline
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IP Blog Task 3: Race
Bradbury’s Critical Race Theory (CRT) Framework for education policy analysis (2020) is a prescient call to interrogate how policies in higher education reinforce racial inequalities. By asking, “How do white people gain?”, “How does this disadvantage minoritised groups?”, and “How … Continue reading
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Inclusive Practice blog task 2: Faith, Religion and Belief
In the previous blogpost, we looked at how Crenshaw’s theory of intersectionality (2013) provides a framework for understanding how disability intersects with different forms of discrimination. This post reflects on how intersectionality can also help examine how religion or faith … Continue reading
Inclusive Practices Blog task 1: Disability
Crenshaw’s theory of intersectionality (2013) is a framework for understanding how forms of discrimination and oppression—such as racism, sexism, and ableism—intersect and cannot be understood in isolation. Stating my positionality first is important because it shapes how I interpret issues … Continue reading
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Case Study 3: Assessing learning and exchanging feedback
Performing the Crit Contextual Background UAL’s Assessment Criteria Framework formalises how we mark student work against five criteria. In Fine Art however, a prior mode of assessment remains in use informally: the critique, known as the ‘crit’. These are often … Continue reading
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Case Study 2: Planning and teaching for effective learning
The skill of making art on computers: Computational Art skills at the intersection of academic and technical teaching Contextual Background On BA Fine Art: Computational Arts, I’m planning on improving how academic and technical learning is interwoven into the curriculum. … Continue reading
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