Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
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![Miro afforded a sense of social presence (via
collaborators’ cursors in Miro) and quasi-
permanence
Overall quantity of critique feedback increased
The assemblage brings a challenge, due to lack of
emergent discourse and interpersonal interaction
“I think we found a good use of Miro...[and] hope we
continue to share information, working together, and
build up on that community...because I feel like
that's the start of actually communicating and being
able to express our thoughts in a more effective
manner.”
Group Critique
STUDENT
EXPERIENCES](https://image.slidesharecdn.com/2021lxdcritiqueassemblages-211006123358/75/critique-assemblages-in-response-to-emergency-hybrid-studio-pedagogy-18-2048.jpg?cb=1669043379)
![The least impacted by the shift to online
synchronous instruction
Students had already been socialized to using
Slack and Google Docs in previous years
Slack’s build-in emoji reactions were used to
engage with the critique more frequently to build
consensus and create a sense of social presence
Students communicated privately and
immediately following a presentation instead of
waiting until the end of the critique session
“right after the [formal presentation] critique, I
talked to my teammate...about all the feedback, in
our private project channel.”
Formal Critique
STUDENT
EXPERIENCES](https://image.slidesharecdn.com/2021lxdcritiqueassemblages-211006123358/75/critique-assemblages-in-response-to-emergency-hybrid-studio-pedagogy-19-2048.jpg?cb=1669043379)
![“we haven't really been able to get much face-to-face contact…
[but] that's something we are trying to do more though...trying
to reach out through social media or Slack, you know, the
random channel just posting stuff.”
Building Spaces to Socialize and Connect](https://image.slidesharecdn.com/2021lxdcritiqueassemblages-211006123358/75/critique-assemblages-in-response-to-emergency-hybrid-studio-pedagogy-21-2048.jpg?cb=1669043379)
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
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Presented at LearnxDesign 2021 Paper available at: https://www.dropbox.com/s/w67bzn6awdkfkds/2021_Wolfordetal_LxD_CritiqueAssemblages.pdf?dl=0 Abstract: Studio education focuses on active learning and assessment that is embedded in students’ explora- tion of ill-structured problems. Critique is a central component of this experience, providing a means of sensemaking, assessment, and socialization. These critique sessions encompass multiple types of interactions among students and instructors at multiple levels of formality. In most design programs, these practices have been situated in a physical studio environment—until they were disrupted by the COVID-19 pandemic. As a group of educators and design students, we used this disruption as an opportunity to reimagine means of critique engagement. In this paper, we document the creation, piloting, and evaluation of new critique assemblages—each of which bring together a group of tech- nology tools, means and norms of engagement, and channels of participation. We report both on the extension of existing critique types such as desk crits, group crits, and formal presentation crits, describing both the instructional goals of the new critique assemblages and the students’ experience of these assemblages. Building on these outcomes, we reflect upon opportunities to engage with new hybrid critique approaches once residential instruction can resume and identify patterns of socialization and wellbeing that have emerged through these assemblages that foster critical reflection on studio practices.
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Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
- 1. zoom Presenting Team Shares Screen slack After team presents Pre Covid : Studio Environment Covid Environment Google Doc Provide critique on Google doc back-channel Provide critique on Slack s s s s S G s s s s S G Non presenting team members, 3/4th yr mentors ask questions/ provide critique, presenting team responds Instructors provide feedback and add to existing student discourse, presenting team responds Christopher Wolford, Yue Zhao, Shantanu Kashyap, & Colin M. Gray Purdue University, USA Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
- 3. other project-based courses across multiple disciplinary contexts. Objectives and Rationale Critique, a practice that is at the core of studio pedagogy (Gray, 2013; Klebesadel & Kornetsky, 2009), combines aspects of formative and summative instructor feedback, peer assessment and engagement, and instructor/student discussion (see Figure 1). Group Critique Desk Critique Peer Critique Figure 1. Diagrams of critique practices by type (reproduced from Hokanson, 2012). Critique is used to teach disciplinary knowledge and techniques “just-in-time” (Uluoǧlu, 2000), facilitate provision of feedback on student projects (Gray, 2019), inspire reflection on how what is learned can be applied to future efforts (Choi & Rhoades, 2020), and engage students in disciplinary modes of communication (Dannels et al., 2008; Hokanson, 2012). Critique is Reproduced from Hokanson (2012)
- 5. 1. What critique assemblages were used to pivot from residential studio instruction to online or hybrid instruction? 2. What are the affordances of these assemblages and how were they experienced and participated in by students and instructors?
- 7. Three undergraduate UX Design studios taught during the Spring 2020 and Fall 2020 semesters Spring 2020 First-year undergraduate experience (n=50) that began in a residential mode and was disrupted by pandemic forcing fully online instruction. Fall 2020 Hybrid synchronous approach that allowed students to attend class in person and remotely. Second year undergraduate experience (n=47), and a first-year graduate experience (n=12) that were conducted with a hybrid synchronous approach. Study Context METHOD
- 8. Multiple critique events in each studio environment, with data from session recordings (WebEx, Zoom), trace data (Slack, Google Docs, Miro), instructor and student reflections, student surveys, and student interviews Critique assemblages in the paper are considered as the outcomes of iterative construction, student engagement, and subsequent alteration with a primary focus on the undergraduate studios (due to their larger enrollment) Critique sessions evaluated include: 12 group critiques, weekly desk critiques on demand, and 11 final presentation critiques Data Collection METHOD
- 9. A Story of Three Critique Assemblages Desk Critique with breakout rooms (Instructors stay in Room A) Waiting to enter A Left Room Room A Room B Desk Critiques From an observer perspective Team 3 Instructors Team 1 Team 2 Pre Covid : Studio Environment Covid : Online Environment Furniture Room C Monitors Instructors Team 3 Team 4 Team 5 Team 6 Team 7 Team 8 Team 9 Team 10 Team 11 Team 12 Team 1 Team 2 Kanban boards : Teams move their names to “In line” to request a desk critique miro zoom zoom zoom Inactive: 8 In Line: 3 Meeting: 1 miro Inactive: 8 In Line: 3 Meeting: 1 Presenting Team Shares Screen Inactive teams Teams waiting for desk critique Team currently having desk critique zoom Presenting Team Shares Screen slack zoom Presenting Team Shares Screen slack Formal Critique / Presentations From an observer perspective Team 3 3/4th Year Mentors Instructors Team 1 Team 2 While team presents Furniture Legend Environment Pre Covid : Studio Environment Covid Environment Monitors After team presents Pre Covid : Studio Environment Covid Environment Presenting team Google Doc Google Doc Provide critique on Google doc back-channel Provide critique on Slack Summarize critque provided to each team on Google Doc Provide critique verbally s s s s S G s s s s S G s s s s s S G S G Slack critique Vebal discourse Slack critique + back-channel Non presenting team members, 3/4th yr mentors ask questions/ provide critique, presenting team responds Instructors provide feedback and add to existing student discourse, presenting team responds Group Critique / Gallery Walk From an observer perspective Team 3 Instructors Team 1 Team 2 Before the Gallery Walk During Gallery Walk After Gallery Walk set up boards on miro look around and familiarize themselves with all the projects Team 3 Team 2 Team 1 leave sticky notes as a permanent form of critique to look and take away Critique Sticky Note Legend verbally critique on zoom Music Playing Environment
- 11. Desk Critique with breakout rooms (Instructors stay in Room A) Waiting to enter A Left Room Room A Room B Desk Critiques From an observer perspective Team 3 Instructors Team 1 Team 2 Pre Covid : Studio Environment Covid : Online Environment Furniture Room C Monitors Instructors Team 3 Team 4 Team 5 Team 6 Team 7 Team 8 Team 9 Team 10 Team 11 Team 12 Team 1 Team 2 Kanban boards : Teams move their names to “In line” to request a desk critique miro zoom zoom zoom Inactive: 8 In Line: 3 Meeting: 1 miro Inactive: 8 In Line: 3 Meeting: 1 Presenting Team Shares Screen Inactive teams Teams waiting for desk critique Team currently having desk critique DESK CRITIQUE
- 14. Group Critique / Gallery Walk From an observer perspective Team 3 Instructors Team 1 Team 2 Before the Gallery Walk During Gallery Walk After Gallery Walk set up boards on miro look around and familiarize themselves with all the projects Team 3 Team 2 Team 1 leave sticky notes as a permanent form of Critique Sticky Note Legend verbally critique on zoom Music Playing Environment GROUP CRITIQUE During Gallery Walk After Gallery Walk set up boards on miro look around and familiarize themselves with all the projects Team 3 leave sticky notes as a permanent form of critique to look and take away verbally critique on zoom
- 16. FORMAL CRITIQUE zoom Presenting Team Shares Screen slack zoom Presenting Team Shares Screen slack Formal Critique / Presentations From an observer perspective Team 3 3/4th Year Mentors Instructors Team 1 Team 2 While team presents Furniture Legend Environment Pre Covid : Studio Environment Covid Environment Monitors After team presents Pre Covid : Studio Environment Covid Environment Presenting team Google Doc Google Doc Provide critique on Google doc back-channel Provide critique on Slack Summarize critque provided to each team on Google Doc Provide critique verbally s s s s S G s s s s S G s s s s s S G S G Slack critique Vebal discourse Slack critique + back-channel Non presenting team members, 3/4th yr mentors ask questions/ provide critique, presenting team responds Instructors provide feedback and add to existing student discourse, presenting team responds zoom Presenting Team Shares Screen slack zoom Presenting Team Shares Screen slack Formal Critique / Presentations From an observer perspective Team 3 3/4th Year Mentors Instructors Team 1 Team 2 While team presents Furniture Legend Environment Pre Covid : Studio Environment Covid Environment Monitors After team presents Pre Covid : Studio Environment Covid Environment Presenting team Google Doc Google Doc Provide critique on Google doc back-channel Provide critique on Slack Summarize critque provided to each team on Google Doc Provide critique verbally s s s s S G s s s s S G s s s s s S G S G Slack critique Vebal discourse Slack critique + back-channel Non presenting team members, 3/4th yr mentors ask questions/ provide critique, presenting team responds Instructors provide feedback and add to existing student discourse, presenting team responds Discussion
- 17. Seldom appeared during our interviews Based on results of a mid-semester survey, 27 out of 38 students selected “always” when asked how often they applied desk critique to their projects Graduate students took longer to recognize value and unique structure of desk crits in the online space Desk Critique STUDENT EXPERIENCES
- 18. Miro afforded a sense of social presence (via collaborators’ cursors in Miro) and quasi- permanence Overall quantity of critique feedback increased The assemblage brings a challenge, due to lack of emergent discourse and interpersonal interaction “I think we found a good use of Miro...[and] hope we continue to share information, working together, and build up on that community...because I feel like that's the start of actually communicating and being able to express our thoughts in a more effective manner.” Group Critique STUDENT EXPERIENCES
- 19. The least impacted by the shift to online synchronous instruction Students had already been socialized to using Slack and Google Docs in previous years Slack’s build-in emoji reactions were used to engage with the critique more frequently to build consensus and create a sense of social presence Students communicated privately and immediately following a presentation instead of waiting until the end of the critique session “right after the [formal presentation] critique, I talked to my teammate...about all the feedback, in our private project channel.” Formal Critique STUDENT EXPERIENCES
- 20. Discussion
- 21. “we haven't really been able to get much face-to-face contact… [but] that's something we are trying to do more though...trying to reach out through social media or Slack, you know, the random channel just posting stuff.” Building Spaces to Socialize and Connect
- 22. Adding New Tools to Our Toolbox + Questioning and Altering Critique Practices
- 23. zoom Presenting Team Shares Screen slack Google Doc Summarize critque provided to each team on Google Doc Provide critique verbally s s s s S G s s s s S G Non presenting team members, 3/4th yr mentors ask questions/ provide critique, presenting team responds Instructors provide feedback and add to existing student discourse, presenting team responds Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy COLIN M. GRAY gray42@purdue.edu colingray.me | uxp2.com Christopher Wolford, Yue Zhao, Shantanu Kashyap, & Colin M. Gray Purdue University, USA