TESSIER, Virginie; AUBRY-BOYER, Marie-Pier. Turbulence in Crit Assessment: from the Design Workshop to Online Learning. Design and Technology Education: an International Journal, [S.l.], v. 26, n. 4, p. 86-95, dec. 2021. ISSN 1360-1431. Available at:
https://ojs.lboro.ac.uk/DATE/article/view/3083. Date accessed: 21 dec. 2021.
While most of our respondents were wondering if the critique experience online is as complete as in person, we showed that virtual environments for teaching ask for adaptation and change in the teaching strategies and work methods. Uncertainty is sensed in the community, in part because previous experiences with online teaching are very limited. We feel that this consequential shift has led to an important reassessment of pedagogical design practices, which will hopefully inform in-person workshops in the future. In the end, informal interactions and learning from observation seem to be the most problematic aspects of online workshops.
Important to reassess pedagogical design to enhance informal interactions and observation.
Efforts are needed to create strategies that enhance participation and create an environment conducive to share experiences and thoughts freely. As soon as this space exists, students will certainly be more likely to share their constructive comments during online reviews and informal occasions. For students, it means they will be more comfortable to give and understand feedback, and by extension, develop their critical judgement.
How do we create this space?