Transforming Feedback: An Application Framework for Group Feedback Videos in Design.
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 j...
| Publicado en: | International Journal of Art & Design Education Vol. 39; no. 1; pp. 139 - 153 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Feb2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=141660828&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 141660828 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2020 vid: 39 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 141660828 10.1111/jade.12230 ppf: 139 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 246KB tig: atl: Transforming Feedback: An Application Framework for Group Feedback Videos in Design. aug: au: Brown, Kylie Fridman, Ilya su: Design education in universities & colleges Psychological feedback Formative tests Reflective learning Group work in education sug: subj: Design education in universities & colleges Psychological feedback Formative tests Reflective learning Group work in education keyword: application framework formative assessment group feedback video (GFV) practice based learning reflective practice ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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