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	<title>myblog | Antonella Nonnis | Activity</title>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=370</link>
				<pubDate>Thu, 27 Aug 2026 11:02:53 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=370" rel="nofollow ugc">Workshop Output and Resources (Cycle 2 of CPAR not part of PGCert assessment)</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=370" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2026/08/Zine-Final-scaled.jpg" /></a> Zine produced as an outcome of the workshop run on the 18th of February 2026. The last page of the zine shows QR code that links to the resources created from the workshop</p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=159</link>
				<pubDate>Mon, 29 Sep 2025 11:09:19 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=159" rel="nofollow ugc">Presentation</a></strong>Presentation assessment day: 9.30am on Wednesday, 28th January at LCC T1005    ARPPresentationAN27012026Download</p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=158</link>
				<pubDate>Mon, 29 Sep 2025 11:08:54 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=158" rel="nofollow ugc">Evaluation, Findings, Analysis, Discussion and Conclusions</a></strong>As outlined in the Research Methodology post, Data Generation: Cycle 1, section of this blog, a total of four participants contributed feedback on <a href="https://anti.myblog.arts.ac.uk/?p=158" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=157</link>
				<pubDate>Mon, 29 Sep 2025 11:07:46 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=157" rel="nofollow ugc">Participant-Facing Documents (WIP)</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=157" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2025/09/Screenshot-2025-12-07-at-15.01.00.png" /></a> I started drafting the information sheet and consent form for students on the 15th of October, and I sent them to Kwame for revision on the 16th. <a href="https://anti.myblog.arts.ac.uk/?p=157" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=156</link>
				<pubDate>Mon, 29 Sep 2025 11:04:48 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=156" rel="nofollow ugc">Ethics</a></strong>Draft 1 as of 30 Sep 25        Ethical Action Plan Template 01Oct25_AntiDownload</p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=154</link>
				<pubDate>Mon, 29 Sep 2025 10:56:43 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=154" rel="nofollow ugc">Research Methodology</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=154" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2025/09/CPAR-spiral.png" /></a> Critical Participatory Action Research    This intervention is grounded in Critical Participatory Action Research (CPAR) as articulated by Kemmis <a href="https://anti.myblog.arts.ac.uk/?p=154" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=153</link>
				<pubDate>Mon, 29 Sep 2025 10:56:07 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=153" rel="nofollow ugc">Action plan (WIP)</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=153" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2025/09/ARP-Gantt-Chart4K-1-scaled.jpg" /></a> Figure 1. Action Research Plan (as initially envisioned) Gantt Chart    TO DO LIST:    Before Workshop (Plan)    Prepare blog for documentation and <a href="https://anti.myblog.arts.ac.uk/?p=153" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=151</link>
				<pubDate>Mon, 29 Sep 2025 10:55:21 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=151" rel="nofollow ugc">Research Question(s) (WIP)</a></strong>The overarching research question of this project is:      How do students, particularly neurodivergent, queer, disabled, and racially marginalised <a href="https://anti.myblog.arts.ac.uk/?p=151" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=138</link>
				<pubDate>Thu, 03 Jul 2025 14:11:12 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=138" rel="nofollow ugc">Neutrality is not anti-racist: rethinking pedagogy in HCI and Higher Education</a></strong>Professor Arif Ahmed recently claimed that “universities should be neutral to any matter on which there is controversy” (Ahmed, 2023). On the sur <a href="https://anti.myblog.arts.ac.uk/?p=138" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis posted a new activity comment</title>
				<link>https://anti.myblog.arts.ac.uk/2025/05/16/when-faith-intersects-with-gender-students-voices-and-inclusive-academic-challenges-around-religions/#comment-11</link>
				<pubDate>Fri, 06 Jun 2025 15:08:26 +0000</pubDate>

									<content:encoded><![CDATA[<p>Dear Rosaline,</p>
<p>Thanks a lot for your thoughtful reflection; it really resonates. I agree, the act of disclosing one’s religion in an academic space that often assumes neutrality (but isn’t neutral at all) can feel like stepping into vulnerability. I appreciate how you framed it: that identifying can be both empowering and risky.</p>
<p>I’m glad&hellip;<span class="activity-read-more" id="activity-read-more-569089"><a href="https://anti.myblog.arts.ac.uk/2025/05/16/when-faith-intersects-with-gender-students-voices-and-inclusive-academic-challenges-around-religions/#comment-11" rel="nofollow ugc">Read more</a></span></p>
				<strong>In reply to</strong> -
				<a href="https://myblog.arts.ac.uk/members/anonnis/" rel="nofollow ugc">Antonella Nonnis</a> wrote a new post on the site <a href="https://anti.myblog.arts.ac.uk" rel="nofollow ugc">My PGCert Journey</a> <strong><a href="https://anti.myblog.arts.ac.uk/?p=130" rel="nofollow ugc">When faith intersects with gender: students&#039; voices and inclusive academic challenges around religions</a></strong>In 2022, I worked with an Iranian student who [&hellip;]			]]></content:encoded>
				
				
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				<title>Antonella Nonnis posted a new activity comment</title>
				<link>https://rlovepgcert.myblog.arts.ac.uk/2025/05/29/blog-2-faith-religion-and-belief/#comment-6</link>
				<pubDate>Fri, 06 Jun 2025 14:25:51 +0000</pubDate>

									<content:encoded><![CDATA[<p>Dear Rosaline,</p>
<p>Thank you for your honest and thought-provoking reflection! While you say you haven’t offered a solution, your insights are very powerful and inspiring.</p>
<p>You raise an important point about how institutional &#8220;neutrality&#8221; can function as a form of exclusion, particularly around religion. As Kitching and Gholami (2023) note, s&hellip;<span class="activity-read-more" id="activity-read-more-569084"><a href="https://rlovepgcert.myblog.arts.ac.uk/2025/05/29/blog-2-faith-religion-and-belief/#comment-6" rel="nofollow ugc">Read more</a></span></p>
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				<a href="https://myblog.arts.ac.uk/members/rlove/" rel="nofollow ugc">Rosaline Love</a> wrote a new post on the site <a href="https://rlovepgcert.myblog.arts.ac.uk" rel="nofollow ugc">Rosaline Love PgCert</a> <strong><a href="https://rlovepgcert.myblog.arts.ac.uk/?p=101" rel="nofollow ugc">Blog 2: Faith, Religion and Belief</a></strong><a href="https://rlovepgcert.myblog.arts.ac.uk/?p=101" rel="nofollow ugc"></a> Neutrality as Exclusion    I have found the topic of faith and religion the most challenging to approach so far in [&hellip;]			]]></content:encoded>
				
				
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				<title>Antonella Nonnis posted a new activity comment</title>
				<link>https://smassieu.myblog.arts.ac.uk/2025/05/24/religion-inclusion-and-the-complexities-of-adaptation-in-academic-spaces/#comment-7</link>
				<pubDate>Thu, 05 Jun 2025 09:42:08 +0000</pubDate>

									<content:encoded><![CDATA[<p>Hello Sara!</p>
<p>Thank you for your thoughtful and reflective comment. The issues you&#8217;ve raised about inclusion, adaptation, and institutional norms warrant a deeper examination of power, privilege, and whose experiences are centred or marginalised in educational settings.</p>
<p>You rightly note that inclusion is not merely about representation, but&hellip;<span class="activity-read-more" id="activity-read-more-568748"><a href="https://smassieu.myblog.arts.ac.uk/2025/05/24/religion-inclusion-and-the-complexities-of-adaptation-in-academic-spaces/#comment-7" rel="nofollow ugc">Read more</a></span></p>
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				<a href="https://myblog.arts.ac.uk/members/smassieu/" rel="nofollow ugc">Sara Massieu</a> wrote a new post on the site <a href="https://smassieu.myblog.arts.ac.uk" rel="nofollow ugc">smassieu&#039;s blog</a> <strong><a href="https://smassieu.myblog.arts.ac.uk/?p=102" rel="nofollow ugc">Religion, Inclusion, and the Complexities of Adaptation in Academic Spaces</a></strong>Inclusion in educational settings is not merely about representation; it also [&hellip;]			]]></content:encoded>
				
				
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				<title>Antonella Nonnis posted a new activity comment</title>
				<link>https://anti.myblog.arts.ac.uk/2025/05/12/neurodiversity-race-and-gender-considerations-for-academic-practices/#comment-10</link>
				<pubDate>Tue, 03 Jun 2025 13:56:32 +0000</pubDate>

									<content:encoded><![CDATA[<p>Dear Chuck,</p>
<p>Thank you for your generous and thoughtful comment. I’m really glad the post resonated with you, and I deeply appreciate the hopeful framing you bring, especially around joy, community, and accountability.</p>
<p>You&#8217;re right: discussions about inclusion often focus on harm, and while that’s essential, we must also make space for joy&hellip;<span class="activity-read-more" id="activity-read-more-568536"><a href="https://anti.myblog.arts.ac.uk/2025/05/12/neurodiversity-race-and-gender-considerations-for-academic-practices/#comment-10" rel="nofollow ugc">Read more</a></span></p>
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				<a href="https://myblog.arts.ac.uk/members/anonnis/" rel="nofollow ugc">Antonella Nonnis</a> wrote a new post on the site <a href="https://anti.myblog.arts.ac.uk" rel="nofollow ugc">My PGCert Journey</a> <strong><a href="https://anti.myblog.arts.ac.uk/?p=125" rel="nofollow ugc">Neurodiversity, race and gender: considerations for academic practices</a></strong>The first workshop on using intersectionality (Crenshaw, 2013) to examine how [&hellip;]			]]></content:encoded>
				
				
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				<title>Antonella Nonnis posted a new activity comment</title>
				<link>https://chuckbluelowrypgcert.myblog.arts.ac.uk/2025/05/26/blog-post-1-disability/#comment-6</link>
				<pubDate>Thu, 29 May 2025 11:19:24 +0000</pubDate>

									<content:encoded><![CDATA[<p>Thank you, Chuck, for this great post. </p>
<p>Applying the social model of disability (Oliver, 2013) alongside intersectional frameworks like the Social GRACES and Duckworth’s Wheel makes sense (I did not know this wheel, and although I find it a bit reductive at points (i.e. What is significant neurodivergence? Also, one could be mostly stable but a&hellip;<span class="activity-read-more" id="activity-read-more-567356"><a href="https://chuckbluelowrypgcert.myblog.arts.ac.uk/2025/05/26/blog-post-1-disability/#comment-6" rel="nofollow ugc">Read more</a></span></p>
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				<a href="https://myblog.arts.ac.uk/members/clowry/" rel="nofollow ugc">Chuck Lowry</a> wrote a new post on the site <a href="https://chuckbluelowrypgcert.myblog.arts.ac.uk" rel="nofollow ugc">Chuck Blue Lowry PGCert</a> <strong><a href="https://chuckbluelowrypgcert.myblog.arts.ac.uk/?p=83" rel="nofollow ugc">Blog Post 1: Disability</a></strong><a href="https://chuckbluelowrypgcert.myblog.arts.ac.uk/?p=83" rel="nofollow ugc"></a> When considering inclusive practices around disability, I am inclined to approach it through the lens of the ‘social model o [&hellip;]			]]></content:encoded>
				
				
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=135</link>
				<pubDate>Mon, 26 May 2025 17:03:43 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=135" rel="nofollow ugc">Beyond Neurotypical Norms: Intersectional Inclusion for Neurodivergent, Queer, and Disabled Communities at LCC. A Proposed Intervention.</a></strong>UK Academia is primarily structured around neurotypical norms, white-centred curricula and (heteronormative) role-models, and able-bodied spaces <a href="https://anti.myblog.arts.ac.uk/?p=135" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis posted a new activity comment</title>
				<link>https://anti.myblog.arts.ac.uk/2025/05/16/when-faith-intersects-with-gender-students-voices-and-inclusive-academic-challenges-around-religions/#comment-3</link>
				<pubDate>Thu, 22 May 2025 17:00:37 +0000</pubDate>

									<content:encoded><![CDATA[<p>Hi Sara,</p>
<p>Thank you so much for your thoughtful response — I really appreciate your honesty and the questions you raise. I completely relate to your position; as fellow atheists, it can be challenging to step outside our own frameworks and truly consider how religion (or the absence of it) shapes classroom experiences for others.</p>
<p>You’re abs&hellip;<span class="activity-read-more" id="activity-read-more-565230"><a href="https://anti.myblog.arts.ac.uk/2025/05/16/when-faith-intersects-with-gender-students-voices-and-inclusive-academic-challenges-around-religions/#comment-3" rel="nofollow ugc">Read more</a></span></p>
				<strong>In reply to</strong> -
				<a href="https://myblog.arts.ac.uk/members/anonnis/" rel="nofollow ugc">Antonella Nonnis</a> wrote a new post on the site <a href="https://anti.myblog.arts.ac.uk" rel="nofollow ugc">My PGCert Journey</a> <strong><a href="https://anti.myblog.arts.ac.uk/?p=130" rel="nofollow ugc">When faith intersects with gender: students&#039; voices and inclusive academic challenges around religions</a></strong>In 2022, I worked with an Iranian student who [&hellip;]			]]></content:encoded>
				
				
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=130</link>
				<pubDate>Fri, 16 May 2025 12:34:54 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=130" rel="nofollow ugc">When faith intersects with gender: students&#039; voices and inclusive academic challenges around religions</a></strong>In 2022, I worked with an Iranian student who was required to submit an interactive data visualisation about a topic that interested them, which <a href="https://anti.myblog.arts.ac.uk/?p=130" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=125</link>
				<pubDate>Mon, 12 May 2025 12:28:13 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=125" rel="nofollow ugc">Neurodiversity, race and gender: considerations for academic practices</a></strong>The first workshop on using intersectionality (Crenshaw, 2013) to examine how disability intersects with identity factors like race and gender left <a href="https://anti.myblog.arts.ac.uk/?p=125" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=122</link>
				<pubDate>Thu, 13 Mar 2025 17:18:23 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=122" rel="nofollow ugc">CS3. Assessing learning and exchanging feedback: Challenges in meeting student&#039;s needs with limited time</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=122" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2025/03/Screenshot-2025-03-17-at-15.48.22.png" /></a> Contextual Background (c.50 words):    There are many key challenges when assessing Y2 BA students studying UXD. For this blog, I will focus on the <a href="https://anti.myblog.arts.ac.uk/?p=122" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=117</link>
				<pubDate>Fri, 07 Mar 2025 16:28:23 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=117" rel="nofollow ugc">Review of Teaching Practice: Tutor Observing Antonella</a></strong>Session/artefact to be observed/reviewed: Lesson plan/Slides/Activity    Size of student group: 39    Observer: Karen Matthewman    Observee: <a href="https://anti.myblog.arts.ac.uk/?p=117" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=116</link>
				<pubDate>Fri, 07 Mar 2025 16:27:46 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=116" rel="nofollow ugc">Review of Teaching Practice: Antonella Observing Matt</a></strong>Session/artefact to be observed/reviewed: Workshop plan    Size of student group: 6 &#8211; 8    Observer: Antonella Nonnis    Observee: Matthew <a href="https://anti.myblog.arts.ac.uk/?p=116" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=115</link>
				<pubDate>Fri, 07 Mar 2025 16:27:06 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=115" rel="nofollow ugc">Review Of Teaching Practice: Matt Observing Antonella</a></strong>Session/artefact to be observed/reviewed: Lesson plan/Slides/Activity    Size of student group: 39    Observer: Matt Careless    Observee: <a href="https://anti.myblog.arts.ac.uk/?p=115" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=104</link>
				<pubDate>Sun, 23 Feb 2025 17:16:23 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=104" rel="nofollow ugc">CS2. Bridging Language Barriers: Planning and Teaching Sessions to Meet the Needs of Diverse Classrooms</a></strong>Contextual Background    In my teaching context, I work with diverse Y2 BA students, many of whom face language barriers that impact their learning <a href="https://anti.myblog.arts.ac.uk/?p=104" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=103</link>
				<pubDate>Sat, 22 Feb 2025 14:24:26 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=103" rel="nofollow ugc">Reflections on Workshop 3 &amp; 4</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=103" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2025/02/image-7.png" /></a> I loved this second workshop, not because it was better than the first, but because it introduced me to bell hooks, who already inspired my <a href="https://anti.myblog.arts.ac.uk/?p=103" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=80</link>
				<pubDate>Sun, 09 Feb 2025 08:45:47 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=80" rel="nofollow ugc">Microteaching: Empathic Modelling</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=80" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2025/02/20250205_121351-scaled.jpg" /></a> Object-Based Learning (OBL) (500 words &#8211; actual words 595)    I focused on Empathic Modelling (EM) (Nicolle and Maguire, 2003; Poulson et al., <a href="https://anti.myblog.arts.ac.uk/?p=80" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=78</link>
				<pubDate>Wed, 05 Feb 2025 15:45:03 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=78" rel="nofollow ugc">CS1. Fostering Inclusive Learning: Addressing Neurodiversity and Diverse Student Needs in Higher Education</a></strong>Contextual Background    In my teaching experience, I worked with many neurodiverse cohorts, including students diagnosed with autism, dyslexia, <a href="https://anti.myblog.arts.ac.uk/?p=78" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=74</link>
				<pubDate>Sat, 11 Jan 2025 11:57:03 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=74" rel="nofollow ugc">Reflections on Workshop 1 &amp; 2</a></strong>The session began with a creative icebreaker. We were spread across four tables, and we selected postcards that resonated with us and explained our <a href="https://anti.myblog.arts.ac.uk/?p=74" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=68</link>
				<pubDate>Sun, 05 Jan 2025 12:01:51 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=68" rel="nofollow ugc">Reflections on the Teaching at UAL Chosen Reading Task 2</a></strong>The second task asked us to read one paper of our choice from the &#8220;Teaching at UAL&#8221; reading list. I chose &#8220;On the spectrum within art and design <a href="https://anti.myblog.arts.ac.uk/?p=68" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=46</link>
				<pubDate>Thu, 02 Jan 2025 18:16:36 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://anti.myblog.arts.ac.uk/?p=46" rel="nofollow ugc">Reflections on the Arts Pedagogy Allocated Reading Task 1</a></strong><a href="https://anti.myblog.arts.ac.uk/?p=46" rel="nofollow ugc"><img loading="lazy" src="https://anti.myblog.arts.ac.uk/files/2025/01/image-9.png" /></a> Polly Savage’s The New Life: Mozambican Art Students in the USSR, and the Aesthetic Epistemologies of Anti-Colonial Solidarity (2022) examines the e <a href="https://anti.myblog.arts.ac.uk/?p=46" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<guid isPermaLink="false">f6abfa902a454958cffabe488f735c74</guid>
				<title>Antonella Nonnis wrote a new post on the site My PGCert Journey</title>
				<link>https://anti.myblog.arts.ac.uk/?p=1</link>
				<pubDate>Wed, 11 Dec 2024 11:22:35 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="http://anti.myblog.arts.ac.uk/?p=1" rel="nofollow ugc">Hello World!</a></strong>Hi! I&#8217;m Antonella Nonnis, but people call me Ant, a User Experience Design Lecturer and Y2 Lead for the BA UXD students in the Design School at LCC. I <a href="http://anti.myblog.arts.ac.uk/?p=1" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Antonella Nonnis created the site My PGCert Journey</title>
				<link>https://myblog.arts.ac.uk/activity/p/555634/</link>
				<pubDate>Wed, 11 Dec 2024 11:22:35 +0000</pubDate>

				
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