Self-Evaluation and Peer Evaluation Tool for Design and Engineering Teams: Experiment Conducted in a Design Studio

Mattioli, Francesca; Ferraris, Silvia Deborah

doi:10.35199/epde2019.82

Cited by 3 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…During the early phases, product design students are involved in activities such as self-assessment and peer-assessment. Being involved in these activities helps students to learn to recognise constructive collaborative behaviours by reflecting first on themselves, then on others, and lastly on a comparison of the two [14]. More than 84% of students elected self-assessment and peer-assents as their main modes of concept testing and evaluation in the early phases.…”

Section: Figure 2 Sketching Techniques Throughout the Design Process ...mentioning

confidence: 99%

Embedding Immersive Technologies Into Product Design Education: Students' Awareness of Virtual Reality as a Tool to Support the Development of Design Solutions

Jahwari¹,

Garaj²,

Harrison³

2022

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London S

View full text Add to dashboard Cite

Using new and emerging technologies in education can increase student engagement and support teaching methods. However, using any technological tool requires prior knowledge and understanding, especially in education. An online survey was used to gather data on product design students' knowledge of Virtual Reality (VR) technology. As a case study, this survey will examine how the use of Virtual Reality technology can impact the product design development process and design thinking. A questionnaire was distributed to product design students as part of a mixed method approach. Students' views on common design solution development practices and Virtual Reality technology were quantified and analysed through open-ended and closed-ended questions. The survey revealed students' preferred modelling and rendering software, sketching methods, level of detail in sketches, prototyping materials and tools, assessment modes and aspects. The questionnaire also assessed students' knowledge of VR and their perceptions of its utility in product design. In product/industrial design education, high student awareness of technology indicates a bright future.

show abstract

Section: Figure 2 Sketching Techniques Throughout the Design Process ...mentioning

confidence: 99%

Embedding Immersive Technologies Into Product Design Education: Students' Awareness of Virtual Reality as a Tool to Support the Development of Design Solutions

Jahwari¹,

Garaj²,

Harrison³

2022

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London S

View full text Add to dashboard Cite

show abstract

“…[1] In recent years, the authors focused on the effective teaching strategies that can support the development of these skills in plural design education contexts. Particular attention was dedicated to self-, peer and group assessment [2] by designing structured moments and activities to promote students' reflective practice on soft skills [3]. The researchers glimpsed the possibility of conveying the students' reflection by using a shared language among all designers: visual communication, which is the basis of the design discipline.…”

Section: Introductionmentioning

confidence: 99%

Have You Felt Blue or Red? A Colour-Based Tool for Culturally Plural Teams

Mattioli¹,

Ivanovic²

2021

DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)

Self Cite

View full text Add to dashboard Cite

The extensive practice of collaborative design-based learning and the increasing cultural plurality of design courses in Design Education is becoming relevant. Students' critical reflection on teamwork experience through structured activities of self-, peer and group evaluation can provide a space for students to ask themselves pertinent questions and to discuss together with the team about each one's reflections. A guided sharing of personal perspectives on teamwork reveals to students the existence of multiple perceptions and increases mutual understanding and sensitivity. To this extent, a colour-based assessment tool for teams, the Teamwork Colour Matrix (TCM), was designed with the idea that colours can take on very different associations for each individual and therefore can leave more freedom of expression, especially when it comes to evaluating teamwork. Students intuitively coded their experience concerning the different moments of teamwork and represented it inside the TCM by using eight given colours. The paper presents the qualitative data collected during the TCM redesign and remote application, showing how it can support students to reflect and evaluate plural remote teamwork, at the same time it helps teachers to monitor team dynamics within collaborative design-based learning courses. The test also provided rich data about the challenges students experienced in the current collaborative distance learning context, contributing to acknowledging students' learning trajectories in this type of course.

show abstract

Never Take Teamwork for Granted! A Tutorship Experience on Soft-Skills

Mattioli¹,

Ferraris²

2021

DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)

Self Cite

View full text Add to dashboard Cite

Collaborative design-based learning is widely employed within academic design education, being recognised as a valuable pedagogical approach historically rooted and yet well-established within the design studio pedagogy. However, this great learning potential may not consolidate if it is not well integrated into the didactics. From this initial observation in the context of the MSc Design & Engineering course at Politecnico di Milano the researchers developed a tutorship path implemented for a group of students along their entire master's programme, both in presence and remotely. The paper presents this action research which was conducted through the intervention and support of students in different key moments of their training. The tutorship on teamwork has been focused on providing activities to effectively perform initial team agreement, mid-term, and final evaluations (i.e., self, peer, and team assessments), along with constant support and coaching on team management. All these activities have been designed and provided in parallel to the design studios of the master's, meaning that each of them was related to real situations occurring during students' collaborative work. Qualitative data has been collected through a focus group organised with a group of 6 students at the end of the programme to evaluate the proposed path on teamwork. Four relevant themes emerged from data interpretation, which could inform teachers in the design of formalised paths on teamwork and soft skills. Additionally, the research contributes to wider discussion on soft skills development, with particular regards to teamwork.

show abstract

Self-Evaluation and Peer Evaluation Tool for Design and Engineering Teams: Experiment Conducted in a Design Studio

Cited by 3 publications

References 4 publications

Embedding Immersive Technologies Into Product Design Education: Students' Awareness of Virtual Reality as a Tool to Support the Development of Design Solutions

Embedding Immersive Technologies Into Product Design Education: Students' Awareness of Virtual Reality as a Tool to Support the Development of Design Solutions

Have You Felt Blue or Red? A Colour-Based Tool for Culturally Plural Teams

Never Take Teamwork for Granted! A Tutorship Experience on Soft-Skills

Contact Info

Product

Resources

About