CLO3D in the studio: equity, pedagogy, and practice across institutions: a cross-institutional roundtable report on digital fashion pedagogy
CLO3D in the studio: equity, pedagogy, and practice across institutions: a cross-institutional roundtable report on digital fashion pedagogy
This working paper shares findings from a CLO3D teaching roundtable held at the University of Brighton in July 2025, convening staff from multiple UK fashion programmes. Framed as a collaborative pedagogical inquiry, the session explored how CLO3D is being integrated into undergraduate fashion curricula, with particular focus on curriculum models, delivery roles, digital infrastructure, and student engagement. Drawing on lived teaching experiences and a design-based research approach, the report reflects on tensions between technical and academic responsibilities, challenges of equitable access, and the risks of aestheticising digital practice. It proposes hybrid teaching strategies, workflow literacy, and play-based learning as ways to embed CLO3D meaningfully into fashion studio culture. The report supports continued inter-institutional collaboration and lays the foundation for a shared CLO3D teaching toolkit.
CLO3D, Fashion education, Digital pedagogy, Hybrid studio, Design-based research, Fashion design curriculum, Digital equity, Collaborative learning
Coats, Matthew
7e54315f-55b2-48fe-a6a8-61e4c075ffae
25 July 2025
Coats, Matthew
7e54315f-55b2-48fe-a6a8-61e4c075ffae
[Unknown type: UNSPECIFIED]
Abstract
This working paper shares findings from a CLO3D teaching roundtable held at the University of Brighton in July 2025, convening staff from multiple UK fashion programmes. Framed as a collaborative pedagogical inquiry, the session explored how CLO3D is being integrated into undergraduate fashion curricula, with particular focus on curriculum models, delivery roles, digital infrastructure, and student engagement. Drawing on lived teaching experiences and a design-based research approach, the report reflects on tensions between technical and academic responsibilities, challenges of equitable access, and the risks of aestheticising digital practice. It proposes hybrid teaching strategies, workflow literacy, and play-based learning as ways to embed CLO3D meaningfully into fashion studio culture. The report supports continued inter-institutional collaboration and lays the foundation for a shared CLO3D teaching toolkit.
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CLO3D_in_the_Studio_Coats_2025
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Published date: 25 July 2025
Additional Information:
This working paper reflects outcomes from a July 2025 inter-university roundtable hosted at the University of Brighton and authored by Matthew Coats. It draws on collaborative dialogue between academic and technical teams from Winchester School of Art, University of Brighton, and CAD for Fashion. The report forms part of Coats’ ongoing research into hybrid studio pedagogies and digital design workflows in fashion education.
Keywords:
CLO3D, Fashion education, Digital pedagogy, Hybrid studio, Design-based research, Fashion design curriculum, Digital equity, Collaborative learning
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Local EPrints ID: 503856
URI: http://eprints.soton.ac.uk/id/eprint/503856
PURE UUID: 527dd02e-844e-4b9d-92b3-8e6ae9b7f38e
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Date deposited: 15 Aug 2025 16:32
Last modified: 22 Aug 2025 02:41
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Author:
Matthew Coats
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