The Perceived Value of Informal, Peer Critique in the Instructional Design Studio

McDonald, Jason K.; Rich, Peter J.; Gubler, Nicholas B.

doi:10.1007/s11528-018-0302-9

Cited by 10 publications

(7 citation statements)

References 27 publications

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“…This is mainly due to the fact that critique needs to be adapted for every student for maximum student benefit. So, educators have to be creative in order to personalise their means of educating [10]. This is in-line with recent developments of looking at critique as a consulting, tutoring, feedback, or even coaching moment.…”

Section: Backgroundsmentioning

confidence: 73%

“…A second view is that of critique as a learning moment where the focus should be more on feedback giving. Usually, this means that students present their in-progress work and they receive input to continue their design processes [8], [10]. The goal is that the feedback-giver and feedback-receiver come to a shared understanding [13].…”

Section: Backgroundsmentioning

confidence: 99%

“…Additionally looking at critique as feedback can benefit students on multiple other levels. Students have the opportunity to learn new skills [10] and refine their way of thinking about design [15][16]. However, many instructors did not realize that looking at critiques as a learning moment can have all these impacts.…”

Section: Backgroundsmentioning

confidence: 99%

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Critique: A Workshop to Establish Shared Understanding and Clear Responsibilities Between Design Students and Their Lecturers

Brosens¹,

Vos²,

Emmanouil³

2022

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

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With the new industries on the horizon, where design engineers will become facilitators of innovation that need to keep up with an array of new technologies, it is essential that our students are equipped with skills in line with this new role. From literature describing emerging paradigms (Skills for Industry 4.0, and 21 st century skills) it becomes clear that students need life-long learning skills, which have been linked to reflective thinking and learning during critique. However, at our university we noticed that students needed to be assisted in this. Students seem unable to translate the discussion points during critique sessions to design actions or challenge teachers' feedback with counter arguments. Therefore, it is important to establish clear goals and consistency of actions between teachers. This paper will report on the development of such goals through a critique workshop with lecturers and focus groups with students. The outcome of the development is a template with responsibilities for both the feedback-giver (lecturer) and recipient (student). These responsibilities are categorized in actions before, during, and after the critique is given in an effort to trigger reflection at various moments. With this template we hope to provide different anchors for both student and lecturer to have insightful critique moments. By sharing our experiences, we wish to inspire other design engineering lecturer teams to try to come to their own shared understanding of what critique should entail and how responsibilities between lecturers and students are divided.

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Section: Backgroundsmentioning

confidence: 73%

Section: Backgroundsmentioning

confidence: 99%

See 1 more Smart Citation

Critique: A Workshop to Establish Shared Understanding and Clear Responsibilities Between Design Students and Their Lecturers

Brosens¹,

Vos²,

Emmanouil³

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

“…Related to critique there is an abundance of definitions including vague interpretations of critique as a black box (Adams et al, 2016 ), and an open-ended teaching process (McDonald et al, 2019 ). More concrete definitions state that critique is a moment where the student and teacher talk about design together, or an event in which students present their designs and critics provide feedback in the form of teacher critique, self-critique, peer reviews and expert critique (Scagnetti, 2017 ).…”

Section: Resultsmentioning

confidence: 99%

How future proof is design education? A systematic review

Brosens

Raes

Octavia

et al. 2022

Int J Technol Des Educ

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Due to a rapidly transforming world, design education needs to adjust itself. To do so, it is essential to understand curriculum gaps in the discipline. This systematic review (n = 95) reports on these gaps and the future readiness of design curricula. The search strategy consisted of both a database search, and discipline-specific journal search in which generalised results about current or future perspectives of design education were found. Structured around the constructive alignment framework, this research found that more 21st century learning objectives focusing on skills next to domain-specific knowledge need to be incorporated, and teaching and learning activities need to be more student-centred and better aligned to industry. Related to assessment, a considerable gap was found in literature on guidelines and means for formative assessment. Design education is not yet ready for the challenges ahead, therefore, the authors hope that design departments rethink their curricula and fill the specified gaps.

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“…In this evidence-based study, observation was conducted first, in which the main aim was to determine the interior architecture students how to act amongst architecture students and instructors from the Architecture Department in the design studio. Because the design studio is a microscale of practice in real society, collaboration, interaction, communication and discussion happen in it (McDonald et al , 2018). Through this, the study attempts to clarify students’ attitudes during the jury and the daily review time.…”

Section: Resultsmentioning

confidence: 99%

Self-advocacy for first-year students in interior architecture design studios

Rauf

Günçe

Özersay³

2020

OHI

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Purpose The study aims to identify the issues that restrict students to show their real performance in the design due to lacking of self-advocacy skills and suggesting a new concept to overcome these difficulties. Design/methodology/approach The current literature was surveyed to form a comprehensive understanding of the issue. A case study has been taken for three years and two groups of students were taken. Results achieved and discussed. Findings The result of the study showed that those students who undergo an environment equipped with knowledge about self-advocacy can perform better and the success level is relatively higher amongst these students. Originality/value This study contributes to the current literature an original knowledge that has not been previously written about (empowering self-advocacy amongst students of interior architecture). The profession of interior architecture is a relatively new profession and faces challenges in fixing its feet on the ground that is why the subject can add a real value to it to alleviate the challenge.

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The Perceived Value of Informal, Peer Critique in the Instructional Design Studio

Cited by 10 publications

References 27 publications

Critique: A Workshop to Establish Shared Understanding and Clear Responsibilities Between Design Students and Their Lecturers

Critique: A Workshop to Establish Shared Understanding and Clear Responsibilities Between Design Students and Their Lecturers

How future proof is design education? A systematic review

Self-advocacy for first-year students in interior architecture design studios

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