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Visual & Digital Resources Peer Consultant

VADR Peer Consultants

The Visual and Digital Resources (VADR) student peer consultants offers valuable support to teachers with peer-to-peer consultations to students for the visual and digital literacy of their academic work.

Selected student consultants, trained in multimedia design, data visualisation, and digital content creation, provide one-on-one assistance to their peers. This allows teachers to incorporate more visual and digital elements into their course assignments and activities, without worrying about the burden to needing to offer intensive assistance to students.

Who We Are

Japar Ignatius De Loyola Dominique (Ilo)

BEng, Faculty of Engineering

Year 3

Cody Tsz Lok Leung

BA, Faculty of Arts

Year 4

Aditi Kumar

BBA, Faculty of Business and Economics

Year 3

Oluwatisheyitoju Oluwatoniloba Iji (Tishe)

BEng (BME), Faculty of Engineering

Year 4

Aamara Telleria Lambkin

BBA, Faculty of Business and Economics

(2024 – 2025)

Wong Lok Hei, Kennedy

BASc, Faculty of Social Sciences

(2025)

Ming How Chai

BEng (CompSc), Faculty of Engineering

(2024)

Peng, Zhentong Stella

BSocSc, Faculty of Social Science

(2022 – 2024)

Hai Yin Xiang, Allie

BA, Faculty of Arts

(2023 – 2024)

Jazmyn Jiahui Shi

BASc (GHD), Faculty of Medicine

(2023 – 2024)

Kim, Sum Yuet Karis

BEcon & Fin, Faculty of Business & Economics

(2022 – 2024)

Diya Dinesh

BBA (IBGM), Faculty of Business and Economics

(2023 – 2024)

Hyejee Lee

BBiomedSc, Faculty of Medicine

(2022 – 2023)

What We Do

CapCut

We deliver workshops on how to use basic editing techniques using CapCut. This includes overlays, subtitles, audio manipulation, cutting, timeline management, and more!

Poster Design

Our poster design workshops are tailored to each course we support. In it, we present a framework students should keep in mind to create an informational yet appealing poster in line with assessment criteria.

Infographic Design

Some courses require students to create and present data on infographics. The workshop we create for these courses keep in mind the intended audience of the infographic to inform students in best practices.

Canva

Our workshop on Canva helps familiarize students with the Canva workspace. It targets specific skills needed to excel in a course’s assignment.

How to Film

This workshop targets students who may not have any filming experience but are requested to create a short film for their course. It covers areas such as equipment, framing and composition, some common rules in filming, and more.

Storyboarding

Related to the filming workshop, our session on storyboarding helps students prepare for the actual filming of their assessment. It is a useful session which guides students to work through the complexity of creating a short film in a structured manner.

Draft Feedback

VADR Provides different types of feedback such as whole-class feedback, in-person group feedback, online screen-recorded feedback, and more. This really helps students make final adjustments to their assessments before submission.

Events

VADR also often presents at big events like symposia, Join the Conversation talks, and more. We do promotional events such as the student festival as well.

Creating Thumbnails

In our thumbnail creation workshop, we ensure students can create an attention-grabbing thumbnail for their YouTube video submissions.

Podcasts

When a course is running a podcasting assessment, our workshop can help with informing students on the basics of podcasting and how to manage your spoken language.

Pitch Deck Design

In the business world, pitch decks are an important vehicle to attract investors. Our workshop helps students understand how to tell a story with your presentation.

Presentation Slide Design

Designing slides can be quite difficult, especially with the samples you get to see in university lectures. In our slide design workshop, we help students apply the Assertion Evidence Approach to their slide design.

Testimonials of Our Team

“Working with this team has been the best experience in university. Everyone is very supportive – the dynamics amongst us and between us and the supervisors are very good. We feel valued in this team and is preparing me for going into the workplace and working within a team in society.”

Medical Student

Year 4 (2024)

“I realized that failure is actually not such a big deal. I was provided a space to make mistakes, I realized that it is not life-or-death if I fail or mess something up. This made me more confident in myself and I don’t worry as much about failing. So now, it is easier for me to communicate and interact with others, which sets a ground for future interactions with others because I got to learn it at this age.”

Social Sciences Student

Year 3 (2023)

“I am proud of the visual and digital skills that I have, and because of this title as a peer consultant, it shows that I am well equipped with this knowledge. Because I have the things I learnt in training to back up what I share with my groupmates and peers, I feel more confident in what I’m sharing.”

Business Student

Year 3 (2024)

“I didn’t expect to learn as much as I did. The workshops and trainings are really good. I hadn’t done a poster design before and never did a storyboard in my life, but learning from the workshops helped me to teach it to others, too.”

Engineering Student

Year 2 (2024)

“Working as a peer consultant helps with understanding assessment requirements better. It helped me to understand what the teacher really needs and what they are looking for in video assignments.”

Arts Student

Year 2 (2024)

“We learned as from a teachers’ perspective, and it actually made me a better student in class by paying more attention or being more engaged. Also, I learn from what teachers are looking for in poster designs by giving comments to other students. So for very good ones, when I look at it, I learn from it. When I posters that don’t perform well, I also think about how they could improve. It actually helps with our own assignments.”

Medical Student

Year 4 (2024)

“It has improved my communication skills drastically. Now, in group discussions, I can take the lead more, communicate my ideas, convince them about going in a certain direction, asking them, ‘How about you? What do you think?’”

Engineering Student

Year 1 (2024)

“I learned how to give direction and facilitate discussion with my peers. I was trained to be supportive of my fellow classmates as a peer leader without being overbearing, which was consistent with what I learned in my management class – I learned to give direction and not the solution.

Business Student

Year 3 (2024)

“From my experience giving feedback, I can now more easily read others’ feedback for me. It helped me to receive critical feedback better, too, whether from my peers or from my professors and teaching assistants.”

Engineering Student

Year 3 (2024)