Studio B: Peer Learning and LATCH


In the studio session on October 11th, 2018, groups A,B,C, and D learned about the benefits of peer learning, analyzed our personal groups through the SWOT principle (Strengths, Weaknesses, Opportunities, and Threats) and worked collaboratively, using our objects to classify them according to the LATCH principle (Location, Alphabetization, Time, Category, and Hierarchy).

We classified these objects in three ways across the tables: first by geography, then by color, and finally by size (the latter two were brainstormed and voted in by the group). Overall, we faced some challenges in these exercises. In the geography sector, we had trouble locating our items correctly for the first while, and then eventually adapted to everyone else’s objects to form a world map, and for the size analysis there were some questions regarding the technicalities of the size layout, whether it should be horizontal, vertical, or otherwise. It was decided that the objects should stand if they are normally stood up, and that all text should run from front to back in line with the rest of the objects.

Personally, I liked the thought process we went through with these objects and also how we had to think about laying them out. However, I felt there were far too many people in the class for all of us to do something with so few objects, and we need to either find a way to delegate and divide ourselves into groups of responsibility or cycle through groups who each contribute to a different section or project.




A photograph of our SWOT analysis as a group. Typography by Yashmeet Bedi.


Another group’s SWOT analysis by the window of the classroom.

Overall, we noticed that we have a wide range of abilities in the group and are not significantly disadvantaged in any one area. However, we recognized that there are definitely opportunities for all of us to expand into different media, 3D and 2D projects, and to learn to work as a group and play to our strengths. Some challenges we foresee, however, include teamwork and fitting into one cohesive presentation with our varying styles.

LATCH: Geography



The placement of London. Paul McNeil suggests the position of London on the tables with a light Blu Tack tower.


The group begins to place their objects according to their initial interpretations of the geography of the table in relation to London.


Details of various objects from west to east on the geographic table.



The final layout of London and area, including central Europe.


The group discusses their setup with tutor Paul McNeil.


The group as we finish the layout of Asia, including India, China, the Middle East, and others.



The group photographs the table.


A view of the group taking photographs from the vantage point of two objects.


The group takes photographs of geographic England and Europe.


The entire table geography from above.

LATCH: Categories of Color



The group begins to collect the objects and organize them by color.



A close-up shot of the items which were black, then metallic, and then blue and white, all fading into one another like a spectrum.

Review and Documentation


A final setup of the color coordinated groups of objects, connecting to one another via gradient of color. The plastic bottle is placed between blue/clear and yellow because of its tag, and the metallic book is placed at the center, containing most of the other group’s colors.


The group gathered around the table and taking photographs of the group of objects as a cohesive whole from above.


LATCH: Hierarchy of the Horizontal



The group organizes and orders the objects by size, using the criteria that the text must follow the line from front to back, if the object is normally standing, it should be, and that necklaces should be drawn out to their full extents horizontally with the clasp closed.


A closeup of the objects in various snapshots and one from the back to the front in order of decreasing horizontal length.



The group takes pictures of the final lineup.

Photographs of the final lineup from smallest to largest width, first at an angle and then straight.


The empty classroom and the completion of the exercise.



The Different Kinds of Learning

  • Passive learning
    • The worst kind
    • Being lectured at
  • Active learning
    • Actually doing stuff
  • Peer learning

What is a Peer?

  • Your equal, people on the same level as you
  • A group of people you are surrounded by on a daily basis
  • People around you
  • People who are together for a common reason, regardless of age, gender, or any other classification
  • A source of help and support
  • People who can be in the same age group as you are

Aspects of Peership

  • Constructive criticism from people in the same group
  • Support
  • Connection and collaboration

The Benefits of Peer Based Learning

  • Teaching compromise
    • Collaboration and teamwork
    • Helping one another
  • Support
    • Improving the learning of others through inspiration and encouragement
    • Establish a good relationship and create a network
    • Greater trust and understanding/confidence
  • Distribution of work
    • Divide work according to strengths and weaknesses
  • Individual skills
    • Make the best of individuality
  • Professional practice and development
    • Behaving professionally
    • Learning professionalism
    • Respectfully and responsibly towards everyone and yourself
  • Feedback from people in a similar situation as you
    • People who understand you
    • Emotional support
    • Personal support
  • Shared goals and objectives
    • Similar interests and goals
  • Sharing experiences
    • Being given a unique insight from various different backgrounds and modes of thought
    • Can help inform you of practices, areas, and people you might not have been previously aware of
    • Can expand and widen knowledge
  • Development towards criticality
    • Debating and discussion which promotes critical thinking
    • Opening new perspectives and thought pathways
  • Two way constructive criticism

SWOT Analysis

  • What it stands for
    • Strengths
    • Weaknesses
    • Opportunities
    • Threats
  • What you need
    • A clear and common objective
    • An analysis as to how to get there

Presentation Progress

What goes into the presentation?

  • Represent each object
  • Talk about the object in different ways
    • Materiality
      • What is it?
      • What is it made of?
      • Where is it from?
      • Photography, graphic design, any kind of representation
    • Individual meaning
      • Called “connotations”
      • Connections to you and why it’s important to you
      • Cultural significance
        • Religious
        • Familial
      • Lose the object and you are left only with the meaning
        • Depict what if means visually
      • Meaning in the greater spectrum
      • Describe the experiences you went through and how your objects work together

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