Jacquelin Boulanger's List: Assignment #3 Text Annotations

• • This is the DOI number
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• Students’  Perceptions of Giving and Receiving Design Critiques in an

   

  Online  Learning Environment

  • This was a paper presented at a symposium not in a journal, so the information is slightly different but still relevant

  • This is your title
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• Denise M. Conanan  and Nichole Pinkard

   

  School of  Education, University of Michigan; 610 E. University, 1360C SEB; Ann Arbor, MI  48109 USA

  • This is your authors & author credential information
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• can
• • Need to research these
• in the way that experts do.

  • I think that concept mapping would be appropriate scaffolding technique to include in a KM system.
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• • Perhaps this is what I NEED TO further research and explore for a doctorate. Who could I talk to about this to get some very real feedback.
• Theoretical Basis of Studio Zone

  • This is where you will find your theoretical framework inforamtion
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• a forum in which  they can interact

   

  outside of  normal class meetings
• can be important

  • Can being the operative word. I can certainly envision myself making a requirement of this to future students.
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• • Very fine and good conceptually. Getting them to do this outside of the rquired class time in another constraint put upon the instructor.
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• space.

  • I have always required a student to document their working process - thoughts - in order to answer very specific design questions during their presentation of their artworks. It made for a more dynamic discussion. We also did this during mid-work critique - the more productive crits were in mid-work - when the design is finished who in the world wants to go back and do it over? Never understood the concept of waiting until a student was finished with the project to critique it?
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• • I love this idea!
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• Rapport among students played a role in students’ participation in  critiques

  • These are part of your summmary information

  • I find this true, but selfish. I have always thought that students first priority is to help others. But it is not.
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• A weak sense of shared criteria for critique played a role in  students’ participation in critiques

  • This is why it is critical to have a set criteria for a critique!!!
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• Online critiques did not meet students’ expectations; they were "too  nice."

  • My observation has always been that students want feedback but they don't want to give it?! Spoon-feeding mentality.
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• • This is the case where multi-variant perspectives come into play and is also critical in the design process! Why do we keep having to re-invent the light bulb!?
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• The ability to structure critiques was perceived as a strength of  Studio Zone

  • Important idea here.
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• Asynchronous interaction was perceived as an advantage to online  critiqu
• The limited dialogue structure was perceived as a weakness of Studio  Zone
• Responding to all projects was viewed as too time  consuming
• The visual orientation of Studio Zone encouraged responses to  interface instead of conceptual issues
• lack of shared frameworks
• for how students perceived feedback
• lack of shared frameworks for how students gave critiques
• They should feel  comfortable and be eager to

   

  share their  expertise in critique when appropriate, but also they should acknowledge when  another s

   

  expertise could  help an area where the student might be weak. This might encourage students to  seek help

   

  and learn from  others while also inspiring confidence in their own strengths. For giving  feedback, they

   

  should be  sensitive to the manner in which critique peers. They should be encouraged to  give rationales for

   

  their opinions,  even for giving praises. Giving positive feedback can be especially constructive  if the

   

  reasons for that  praise are given. When receiving feedback, they should be alert to taking  critiques

   

  personally. It  would also be useful to have a personal policy of when to accept suggestions and  when to

   

  disregard them.  This might also encourage students to give suggestions without feeling they are  forcing the

   

  other to change  their design

  • We should have a paradigm shift. Stop calling it a critique. Critique, by the very word, has Cartesian connotations! Learn by insult, intimidation, etc. etc. Blech! change names, call it a conversation, for heaven's sakes, whatever it takes to change peoples perception of the purpose of a crit. That is all it takes. Been there, done it, it works.
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• how an  instructor should structure the use of

   

  Studio  Zone
• • it could also be done by the students choosing which one needs the most help - individually or collectively. Now how the critqued may feel about being singled out could be negative or positive, depending on the self-efficacy of the person. I was always able to differentiate between mywork being critiqued vs. internalizing what was being said.
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26 more annotations...

• It took me forever to figure out that this was a paper presented at a Symposium. Ihadto go back to where it was referenced by others to find this info out. Is this a limitation of GoogleScholar? - Jacquelin Boulanger on 2009-10-09
• I also chose this article because it deals with designers which is relevant to my interest in improving the was crits are accomplished and utilized in thearts. - Jacquelin Boulanger on 2009-10-09

• Studio Zone
• Studio Zone
• Studio Zone
• Studio Zone

2 more annotations...

• • When I downloaded this new Version of Diigo, I lost all of the post-its that I had put on this page an hour ago. :-(
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• Login to Diigo

  • http://recp.dimdim.com/view/dimdim/6e0accc8-ed5a-102c-872d-003048642bd7
    
    This is Lin & my production for diigo that we submitted for our first assignment. Knowing what I know now, it would be alot different!!
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• make comment viewable to public

  • Wow. You have to find the small pop-up in order to create a comment. This version is quite different than the one Lin & I created the presentation for at the beginning of the semester
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• • Thanks but am using IE. I am getting the hang of it now. Obviously, I am not a 'hoverer'

  • Am I the only person who can only leave a sticky note if I have the Diigolet options?
    I can't seem to find it on the Diigo toolbar! suggestions anyone?
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• Other functions in Diigo?
  

  • I incorporated Diigo webslides as part of the last Assignment. When I posted it into the Discussion Board, a couple of collegues stated that they couldn't 'see' it-it was a webslide on Bloom's Taxonomy. I couldn't find any additional 'publish' buttons. I can't explain it. But Lin & I both could view it. The coolest thing about this feature is that it literally took just minutes to compile.

  • I still am really excited about the creation of the Webslides, especially for the instructing aspect of online design. To be able to create 'examples' by simply visiting the pages, bookmarking them using Diigo tool, putting the pages in the same List, going to your Library and creating Webslides. Very very cool
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• topic of peer review

4 more annotations...

• I don't like the new verson of Diigo just yet. I found that I can't use the Diigolet while 4.0 Diigo Toolbar is installed. - Jacquelin Boulanger on 2009-10-06
• i found a form for creating annotated bibliographies that I am using for one of my classes. It is so cool. And then to have it summarized into a spreadsheet is pretty amazing stuff. It seems that the tools are finally catching up withthe WWW.. - Jacquelin Boulanger on 2009-10-07