Transforming Feedback: An Application Framework for Group Feedback Videos in Design

Abstract

This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually‐rich GFVs were developed in a practice‐based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples were presented from across the cohort with the goal of encouraging open discussion and self‐reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio‐visual group delivery to enhance feedback's richness. By replicating an in‐class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative. This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice.

Technology-Enhanced Learning for Graduate Students: Exploring the Correlation of Media Richness and Creativity of Computer-Mediated Communication and Face-to-Face Communication

“…However, this finding was different from some earlier studies in the 1970s, which argued that the FtF format had the highest communication richness [20][21][22][23]. While the research findings revealed no significant difference between the CMC and FtF communication formats in the perception of the availability of immediate feedback, previous studies did argue that the CMC media richness for interactivity was still behind the FtF format [11,35].…”

Use of the Collaborative Wall to Improve the Teaching-Learning Conditions in the Bachelor of Visual Arts

“…In the Design course, the GFV application facilitated the collaborative work and developed the skills of the students (Brown & Fridman, 2020). Even this application favored the critical thinking and realization of the discussion forums during the face-to-face sessions (Brown & Fridman, 2020). Technological advances are causing substantial changes in the Faculty of Arts and Design (Costantino, 2018).…”

“…Technology is transforming the school activities, functions and attitudes of students and teachers at the Faculties of Arts and Design (Marshalsey & Sclater, 2019;Strycker, 2020). Consequently, institutions have the opportunity to build new educational spaces with the support of digital tools (Brown & Fridman, 2020;Kerr & Lawson, 2020;Salas-Rueda, Salas-Rueda, & Salas-Rueda, 2020).…”

“…Today, the roles of students and teachers are changing due to the emergence of new technological tools (Gopalan, Fentem, & Rever, 2020;Kerr & Lawson, 2020;Marshalsey & Sclater, 2019). Therefore, students 2 / 10 have the possibility to consult the information, use the educational platforms and review the course contents from anywhere (Brown & Fridman, 2020;Chen et al, 2020;Rathner & Schier, 2020).…”

“…Information and Communication Technology (ICT) has improved the teaching-learning conditions in the Faculties of Arts and Design through the use of mobile devices (Souleles et al, 2017), Learning Management System (Strycker, 2020), reality augmented (Kerr & Lawson, 2020), technology applications (Brown & Fridman, 2020;Marshalsey & Sclater, 2019) and social networks (Marshalsey & Sclater, 2019).…”