Design Educators Conference Webinar: Design Feedback Sprint Sessions Produce ACE

09/04/2021
The RGD is pleased to announce the 11th Design Educators Conference Webinar: Design Feedback Sprint Sessions Produce ACE.

 

In 2021, the 5th Design Educators Conference will consist of: 2 Keynote Presentations and 12 Themed Concurrent Sessions. The Conference's 5 themes are: Empower (the learners), Embrace (the classroom), Expand (the experience), Engage (with external participation) and Equity (within all spaces).

 

Webinar: 

Design Feedback Sprint Sessions Produce ACE by Nicki Wragg, Swinburne U of Technology

Date: Friday, April 9th at 1:00 PM ET

 

Register here

 

You can check all Design Educators Conference Webinars dates here.

 

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ABOUT THE WEBINAR

 

Theme: Empower – the learners


Design Feedback Sprint Sessions Produce ACE (Actively and Creatively Engaged) Students

 

Presented by Nicki Wragg, Associate Professor, Chair, Communication Design; Lauren Martyn, Lecturer, Swinburne Online; Judy Worthington, Lecturer, Swinburne Online at Swinburne University of Technology in Victoria, Australia

 

Design students must be empowered to become active learners – learning by example, embracing technology and building their resilience in a scaffolded ecosystem that focuses on learning outcomes. Critique sessions have traditionally been part of the design learning process, but their effectiveness has long been questioned, with some students misinterpreting lecturers’ feedback under the pressure of a critique, while others leave crushed by negative feedback. After our fully online Communication Design program commenced, we engaged in a reflective process to understand the serendipity of the studio and the positive aspects of design critique sessions. Reimagining the studio, we considered how to best embed constructive criticism in the curriculum. Through experimenting with various online platforms, we developed a collaborative system between peers and lecturers to shape projects as they progress, without the emotional bias associated with studio critiques and the term ‘criticism’. We report on the iterative development of design feedback sprints online, how they translated to on-campus delivery and how the method creates actively and creatively engaged students. We describe the major elements of the sessions in addition to reporting the impacts of feedback sprints on students’ development and how the method has benefited lecturers’ practice. Design feedback sprints are extending the boundaries of the traditional critique session, helping us to pursue continuous improvement with a strong focus on student-centred experience.

 

Discussion:

  • How do you empower students to become active learners?
  • How do we train and create an ecosystem of resilience?
  • how can the design feedback sprint revolutionize the classroom? How and why does this method align with soft industry skills?
  • What tools and online platforms allow for the most effective collaborative feedback sessions and critiques?