From studio practice to online design education: Can we teach design online?

tags: Design Education

Notes

Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions

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high premium on face-to-face interactions

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critique or “crit” is the central method of formative assessment in art and design education

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key to the successful implementation of online collaboration in design depends on high student participation rates and quick instructor feedback

NOTER_PAGE: (3 . 0.8895207148659626)

NOTER_PAGE: (4 . 0.11941510966693744)

smooth operation of technology platforms and tools can make or break a blended or online design class

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advantages in terms of critiquing and feedback

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higher level of participation in collaboration

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focusing on the process rather than on the final product

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exposure to peer progress

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Immediate response and feedback

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Students become more self-reliant

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Online Lectures

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three critical aspects to consider when making videos: the cognitive load, student engagement, and active learning

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recorded lectures running 8 to 15 minutes per video

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talked directly to the camera using a personal, enthusiastic, and friendly tone

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post-production team added graphic elements

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students become easily overwhelmed when too many choices are offered

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satisfaction with video length was explored as part of this research

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This seems like a poor use of a satisfaction survey… the students aren't likely to be good judges of what the course would have been like with shorter videos

Weekly Learning Activities

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weekly tutorial tasks were assigned

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assessed on two practical design assignments (weighted at 30% and 50%) and a multiple-choice test (20%)

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Students were asked to upload their work on the Blackboard discussion board to receive feedback from the design instructor on the progress of their work. Students were also asked to provide feedback for the uploaded work of their peers

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virtual collaborative classroom

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scheduled online meetings could disrupt the flexibility of the online class

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instructors agreed that the subject delivery went well

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flexibility for students to choose time and place of learning as a major benefit, which allowed students to study away from the campus

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One of the biggest challenges of the online subject was getting students to engage in the feedback process

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difficulty understanding the iterative process

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desire in students to keep it to themselves until the very last minute

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some students were just not responsive

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the majority of design students, 75% (21 of the 28 students), “liked” the online learning experience

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Aspects Experienced as Positive by Students

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flexibility

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individual learning style

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High quality of learning content

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responsiveness

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Aspects Experienced as Challenging by Students

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understanding assignments

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software

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Missing lecture script

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no student would have preferred to receive feedback in a different way

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feedback from other students is just as useful as the ones from the instructors

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missed the facial and body language feedback experienced in face-to-face lectures which indicate student comprehension of subject materials or lack thereof

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how to increase student participation in the online critiquing process

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making participation in discussion boards part of the assessment

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introduction to the iterative design process and the role of feedback could be trialed

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Creating video lectures that resonate with students takes time and money

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Notes

Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions

supporting interaction, active learning, as well as social engagement

high premium on face-to-face interactions

critique or “crit” is the central method of formative assessment in art and design education

key to the successful implementation of online collaboration in design depends on high student participation rates and quick instructor feedback

ease of navigation and well-designed modules are critical to the success of student-centric virtual studios

smooth operation of technology platforms and tools can make or break a blended or online design class

advantages in terms of critiquing and feedback

higher level of participation in collaboration

focusing on the process rather than on the final product

exposure to peer progress

Immediate response and feedback

Students become more self-reliant

Online Lectures

three critical aspects to consider when making videos: the cognitive load, student engagement, and active learning

recorded lectures running 8 to 15 minutes per video

talked directly to the camera using a personal, enthusiastic, and friendly tone

post-production team added graphic elements

students become easily overwhelmed when too many choices are offered

satisfaction with video length was explored as part of this research

Weekly Learning Activities

weekly tutorial tasks were assigned

assessed on two practical design assignments (weighted at 30% and 50%) and a multiple-choice test (20%)

Students were asked to upload their work on the Blackboard discussion board to receive feedback from the design instructor on the progress of their work. Students were also asked to provide feedback for the uploaded work of their peers

virtual collaborative classroom

scheduled online meetings could disrupt the flexibility of the online class

instructors agreed that the subject delivery went well

flexibility for students to choose time and place of learning as a major benefit, which allowed students to study away from the campus

One of the biggest challenges of the online subject was getting students to engage in the feedback process

some students were reluctant or unwilling to share their work

difficulty understanding the iterative process

desire in students to keep it to themselves until the very last minute

some students were just not responsive

the majority of design students, 75% (21 of the 28 students), “liked” the online learning experience

Aspects Experienced as Positive by Students

flexibility

individual learning style

High quality of learning content

responsiveness

Aspects Experienced as Challenging by Students

understanding assignments

software

Missing lecture script

no student would have preferred to receive feedback in a different way

feedback from other students is just as useful as the ones from the instructors

missed the facial and body language feedback experienced in face-to-face lectures which indicate student comprehension of subject materials or lack thereof

how to increase student participation in the online critiquing process

making participation in discussion boards part of the assessment

introduction to the iterative design process and the role of feedback could be trialed

Creating video lectures that resonate with students takes time and money