This microteaching session was designed as a short extract from a postgraduate unit in the Fashion Business School, introducing the Customer Journey Map as a strategic marketing and customer experience tool. The session lasted 20 minutes, structured as a 12-minute mini lecture followed by an 8-minute participatory activity.
Timed Session Plan
| Time | Activity | Purpose |
| 0–2 min | Introduction and session objectives | Fashion Business School lecture background brief. Introduce the concept of the customer journey map and its relevance to marketing strategy |
| 2–12 min | Mini lecture: Traditional vs New customer journey | Explain the shift from linear models (e.g. AIDA funnel) to circular journeys, emphasising loyalty loops |
| 12–20 min | Collaborative Miro activity | Participants map customer touchpoints across journey stages and reflect on customer experience |
Key Planning Decisions
A key planning decision was how to meaningfully introduce a complex, theory-driven concept within a very short timeframe. I structured the lecture to compare the traditional linear customer journey (e.g. funnel and AIDA models) with the circular customer journey, emphasising the shift towards loyalty loops and ongoing engagement. To bridge theory and practice, I deliberately embedded examples from a real-life consultancy project, illustrating how customer journey mapping is applied in industry to design omnichannel strategies and improve customer experience.
Another important decision was to include a hands-on activity using Miro, which I was testing for teaching for the first time. This aligned with the purpose of PgCert microteaching: not only to demonstrate teaching practice, but also to experiment with new tools, evaluate their effectiveness, and gain insights for future teaching design.
What Happened in the Session
The session ran smoothly and according to the planned structure. While the theoretical content was necessarily condensed, participants engaged quickly once the activity began. Using Miro, participants mapped their own customer touchpoints across different stages of the journey, producing a wide range of thoughtful and creative outputs within a short period.
Figure 1. Example outputs from the collaborative Miro customer journey mapping activity.
Summary of Feedback Received
Feedback was consistently positive, with participants describing the session and activity as engaging and interesting. The use of visual diagrams, models, and analogies was highlighted as particularly helpful in translating theory into practice. The Miro activity was described as highly generative, activating learning effectively and giving participants strong agency in the session.
One area for development noted was that, within a short session, even a carefully selected contextual explanation can feel dense. This reinforced the idea that “less is more” when introducing complex theoretical material in short teaching formats.
Reflection and Learning
This microteach offered valuable insights into content condensation, audience awareness, and tool experimentation. Preparing a 20-minute session required difficult decisions about what to prioritise, and the feedback reinforced that theoretical content needs to be even more tightly distilled in short formats. This was particularly evident given that the audience consisted of colleagues from different disciplines, many without a business or marketing background. Had I known this in advance, I would have simplified the theoretical framing further and relied more heavily on the activity as the primary learning vehicle.
Testing Miro for the first time was a key learning outcome. The success of the activity confirmed the value of collaborative digital tools in enabling rapid engagement, reflection, and ownership of learning. It also prompted me to consider how similar activities could be expanded in longer teaching sessions with my Fashion Business School master’s students, allowing deeper analysis and application to brand-led projects.
The feedback also reinforced the importance of prioritising active learning over content delivery. In future sessions, I plan to reduce theoretical explanation and allocate more time for interactive exercises that allow students to apply concepts in practice. Overall, this microteach strengthened my confidence in using practice-based, participatory teaching approaches, while reminding me that effective teaching is often about creating space for learning rather than delivering more information.