Matthew W. Easterday
Colin Fitzpatrick
ABSTRACT
Groups of novice critiquers can sometimes provide feedback of the same quality as a single expert. Unfortunately, we do not know how to create systems for novice group critique in design education. We tested whether 4 principles: write-first scripts, critique prompts, interactive critiquing & formative framing, allow us to create systems that combine the advantages of face-to-face and computer-mediated critique. We collected observations and 48 interviews with 12 undergraduate design students who used a computer supported group critique system over 5 critique sessions, analyzed using grounded theory. We found that: (a) the write-first script helped overcome initial learning costs; (b) the interactive critique features created a dual-channel critique that increased the number of critiquers, duration of critique and interactivity; and (c) the system produced a greater volume of useful critique and promoted reciprocity among critiquers. The study provides improved principles for developing computer supported novice group critique systems in design.
- Van Zundert, M., Sluijsmans, D., Van Merriënboer, J.: Effective peer assessment processes: Research findings and future directions. Learning and Instruction. 20(4), 270--279 (2010)Google Scholar
Cross Ref
- Cho, K., Chung, T.R., King, W.R., Schunn, C.: Peerbased computer-supported knowledge refinement: An empirical investigation. Communications of the ACM. 51(3), 83--88 (2008) Google ScholarDigital Library
- Dannels, D.P., Martin, K.N.: Critiquing critiques a genre analysis of feedback across novice to expert design studios. Journal of Business and Technical Communication. 22(2), 135--159 (2008)Google ScholarCross Ref
- Tohidi, M., Buxton, W., Baecker, R., Sellen, A.: Getting the right design and the design right. In: Proceedings of the SIGCHI conference on Human Factors in computing systems, pp. 1243--1252. (2006) Google ScholarDigital Library
- Amabile, T.M.: Creativity and innovation in organizations. Harvard Business School. 5(9), 396--239 (1996)Google Scholar
- Buxton, B.: Sketching user experiences: Getting the design right and the right design. Morgan Kaufmann, San Francisco (2007) Google ScholarDigital Library
- Moggridge, B., Smith, G.C.: Designing interactions. MIT Press, Cambridge, MA (2007) Google ScholarDigital Library
- Kelley, T., Littman, J.: The Art of Innovation: Lessons in Creativity from IDEO, America's Leading Design Firm. Crown Business, New York (2001)Google Scholar
- Lande, M., Leifer, L.: Difficulties student engineers face designing the future. International Journal of Engineering Education. 26(2), 271--277 (2010)Google Scholar
- Topping, K.: Peer assessment between students in colleges and universities. Review of Educational Research. 68(3), 249--276 (1998)Google ScholarCross Ref
- van Gennip, N.A., Segers, M.S., Tillema, H.H.: Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features. Educational Research Review. 4(1), 41--54 (2009)Google ScholarCross Ref
- Panadero, E., Romero, M., Strijbos, J.-W.: The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort. Studies in Educational Evaluation. 39(4), 195--203 (2013)Google ScholarCross Ref
- Strijbos, J.W., Narciss, S., Dünnebier, K.: Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and instruction. 20(4), 291--303 (2010)Google Scholar
- Kollar, I., Fischer, F.: Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction. 20(4), 344--348 (2010)Google ScholarCross Ref
- Diehl, M., Stroebe, W.: Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal of personality and social psychology. 53(3), 497--509 (1987)Google Scholar
- Clark, H.H., Brennan, S.E.: Grounding in communication. Perspectives on socially shared cognition. 13(1991), 127--149 (1991)Google Scholar
- Gallupe, R.B., Bastianutti, L.M., Cooper, W.H.: Unblocking brainstorms. Journal of Applied Psychology. 76(1), 137--142 (1991)Google ScholarCross Ref
- Ramirez, A., Wang, Z.: When online meets offline: An expectancy violations theory perspective on modality switching. Journal of Communication. 58(1), 20--39 (2008)Google ScholarCross Ref
- Kraut, R.E., Resnick, P.: Building Successful Online Communities: Evidence-based social design. MIT Press (2012) Google ScholarDigital Library
- Lampe, C., Johnston, E.: Follow the (Slash) dot: effects of feedback on new members in an online community. In: Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work, pp. 11--20. (2005) Google ScholarDigital Library
- Behance. {Web page}. http://www.behance.net/.Google Scholar
- Zurb: Forrst. {Web page}. http://forrst.com/posts.Google Scholar
- Dribbble. {Web page}. http://dribbble.com/.Google Scholar
- Swrm. {Web page}. Retrieved from http://swrm.io/.Google Scholar
- Collins, A.: Toward a Design Science of Education. In: Scanlon, E., O'Shea, T. (eds.) New Directions in Educational Technology, pp. 15--22. Springer Berlin Heidelberg (1992)Google ScholarCross Ref
- Zimmerman, J., Forlizzi, J., Evenson, S.: Research through design as a method for interaction design research in HCI. In: Proceedings of the SIGCHI conference on Human factors in computing systems, pp. 493--502. (2007) Google ScholarDigital Library
- Easterday, M.W., Rees Lewis, D., Gerber, E.: Formative feedback in Digital Lofts: Learning environments for real world innovation. In: Goldin, I., Martin, T., Baker, R., Aleven, V., Barnes, T. (eds.) Formative feedback in interactive learning environments, A workshop at AIED 2013 Memphis, TN (2013)Google Scholar
- Corbin, J., Strauss, A.: Basics of qualitative research: techniques and procedures for developing grounded theory. Sage, Thousand Oaks, CA (2007)Google Scholar
Index Terms
- Computer supported novice group critique
Recommendations
Can naturalism explain consciousness? A critique
The problem of consciousness is one of the most important problems both in cognitive science and in philosophy. There are different philosophers and different scientists who define consciousness and explain it differently. In philosophy, `consciousness' ...
Employing Wikibook project in a linguistics course to promote peer teaching and learning
Peer teaching and learning are learner-centred approaches with great potential for promoting effective learning, and the fast development of Web 2.0 technology has opened new doors for promoting peer teaching and learning. In this study, we aim to ...
The Effect of Peer Assessment Rubrics on Learners' Satisfaction and Performance Within a Blended MOOC Environment
CSEDU 2015: Proceedings of the 7th International Conference on Computer Supported Education - Volume 2Massive Open Online Courses (MOOCs) have a remarkable ability to expand access to a large scale of
participants worldwide, beyond the formality of the higher education systems. MOOCs support participants
to be actively involved in collaborative learning ...
Comments