Transforming Feedback: An Application Framework for Group Feedback Videos in Design

Kylie Brown, Ilya Fridman

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually-rich GFVs were developed in a practice based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples
were presented from across the cohort with the goal of encouraging open discussion and self-reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio-visual group delivery to enhance feedback’s richness. By replicating an in-class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative.
This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice.
Original languageEnglish
Pages (from-to)139-152
Number of pages14
JournalInternational Journal of Art & Design Education
Volume39
Issue number1
DOIs
Publication statusPublished - 2020

Keywords

  • group feedback video (GFV)
  • formative assessment
  • reflective practice
  • practice based learning
  • application framework

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