Tag Archives: seminar

228 – Controlling the Critique – James, Corazzo, Joanna Rucklidge, Melanie Levick-Parkin, Katerina Zavros

In art and design pedagogy the ‘Crit’ is a central part of the learning and feedback process. The crit is:

‘ An established and important part of a studio-based culture, where teachers and students can discuss, experiment with and develop ideas and concepts within a ‘supportive environment’ (Blair 2007: 11).

Despite its prominence in practice it is a largely under researched activity and the work of Blair (2006) has revealed that its value as a learning and feedback process deserves further attention. One of the main criticisms of crits is that they are difficult to manage with large cohorts, which can leave students with little opportunity to receive feedback. Traditionally they have been a very tutor centred experience and one that can induce such levels of anxiety amongst students that feedback is either not heard or is interpreted in different (unintended) ways. Group sizes are often cited as limiting by students and although dialogic in its intentions, crits are often largely monologic.

The aim of this study is to improve the ‘crit’ experience for a cohort of graphic design students. Two crits were designed that decentred the role of the tutor and emphasised structured active engagement from students.

Using questionnaires, interviews and observation analyses we will report our initial findings on how students perceived these changes and the value that placed on structured peer feedback as opposed to tutor feedback. We will also report on the extent to which a different approach to the crit may help develop critical evaluation capabilities within students.

References

Blair, B. (2006). At the end of a huge crit in the summer, it was “crap” – I’d worked really hard but all she said was “fine” and I was gutted. Art and Design and Communication in Higher Education 5 (2) 83-95.

Blair, B. (2007) Perception/Interpretation/Impact, Networks, 1 10–13.

228 Crit_pres_final

26 – Introducing Blackboard Collaborate – Stuart Hepplestone, Zoe Burke

This poster will introduce Blackboard Collaborate, a virtual classroom tool recently introduced at Sheffield Hallam University. The poster will outline the core features and functionality provided by Blackboard Collaborate, and enable dialogue about its many uses across the University to enhance teaching and learning and provide student support.

Activities for engagement: Delegates will be prompted to add their own (or potential ideas for) use cases to the poster. Details will also be provided about forthcoming demonstration sessions for ‘hands on’ online experience of using Blackboard Collaborate.

Anticipated outcomes: Staff will be encouraged to consider how virtual classroom technologies can enhance their learning, teaching or student support the context of their own roles.

Theme: The Technology Enhanced Course

Please click on link to view poster:  26 collaborate_posterpdf