29-03-25 FMP Decision

29-03-25 – Reflection

I've decided to approach this entire project as if it were a Level 3 Media Final Major Project. The goal isn't just to create something innovative—it's also to better understand what I'm asking of my students. By going through the process myself, I'll be more attuned to the challenges they face, the cognitive load involved, and the pitfalls I might be overlooking in my expectations.

This also ties into my own ID2 (Internal Development Document), where I need to demonstrate not just what I've learned, but how that learning is shaping my current practice. That means articulating the concept, identifying research sources, tracking development, and evaluating both my creative output and pedagogical insight.

📚 Research Plans and Sources

One area I'm working on more deeply is the integration of the Fibonacci sequence. Right now, it feels a bit shoehorned, so I want to embed it with intention. That includes:

• Researching its presence in nature and spiritual traditions

• Exploring how it can symbolise hidden order, non-linear growth, or neurodivergence

• Considering how different cultures interpret spirals and patterns—possibly building a subcultural or metaphorical thread into the narrative

I've been rewatching Unbreakable and Glass—subconsciously, that might be influencing my thinking. The concept of "extraordinary individuals hiding in plain sight" really resonates. It's a metaphor for neurodivergence in a world that doesn't yet know how to value it.

I still need to finish reading The Hunter in a Farmer's World—it's central to the conceptual framework of the escape room narrative. There's also The Ottoman Governor on my reading list.

🧨 Frustration with the Immersive Lead Role

I didn't quit, but I am increasingly frustrated.

Every meeting feels like déjà vu—"we need a plan," "we need to figure this out," "we'll decide next time." The goals are too low. We've had these immersive spaces for 18 months. People know how to log in and click buttons. That's not the issue. The problem is content relevance.

Until there are programmes designed for subject-specific needs, the suites will remain underused. Playing in a short cage or pretending to be in a meadow isn't meaningful learning.

So I presented a detailed two-day CPD plan for Development Week:

• Day 1: Structured introduction to the software, content creation basics, practical application

• Day 2: Hands-on design time, with facilitator support and peer collaboration

It's flexible, realistic, and pitched early enough (three months in advance) for people to book time.

Instead of enthusiasm, I was met with defensiveness. My boss folded his arms, went visibly red, and offered little in return. Maybe I came across as hostile—I just pulled up the plan and said, "Here's what I think we should do." Maybe I needed more diplomacy, but honestly, I'm tired of sitting in circles pretending we haven't already figured this out.

One team member is on board, at least. Others suggested letting staff come to us with bespoke requests, which sounds nice but ignores the reality: they won't. Without clear structures and scaffolding, they won't even know what to ask for. And unless we create a dedicated content development role (which I've suggested multiple times), we can't realistically support those bespoke needs anyway.

🎯 Next Steps (and My Sanity Plan)

So, what's within my control?

• My own project.

• My own creativity.

• My own standards.

That's what I'm focusing on now. I'll treat this like my Final Major Project, lay it out formally, and work through it step by step.

I'll also use the tracker I developed for my last project—it's already built, and much of it can transfer over. That structure will help me stay focused and avoid the ADHD spiral of trying to keep everything in my head until I burn out.

🛠 Immediate Actions:

• Convert rough ideas into a clear structure with visual aids (plot diagrams, puzzle flowcharts, etc.)

• Finalise research links (Fibonacci, cultural interpretation, ADHD strategy models)

• Begin drafting a rationale document like a student would—explaining how learning connects to execution

• Finish necessary marking by Monday so it's not hanging over me

• Accept that some colleagues won't engage—and refocus energy on those who want to create something worthwhile

This isn't about being the loudest voice in the room. It's about building something that deserves to be heard, regardless of whether or not leadership chooses to listen.