-to imart knowledge or instruct in how to do something, especially in schools
-give instruction in a subject or skill
-cause to learn by example or experience
-advocate as a practice or principle
Educate-to draw out/extract;
-development
Learning;
-acquiring new knowledge - behaviours - skills - values- preferences or understanding, and may involve synthesizing different types of information.
-may occur as part of education, personal development or training. It may be goal-orientated and may be aided by motivation.
-may occur consciously or without conscious awareness.
- formal learning
- informal learning
- non-formal learning
Informal;
Occurs through the experience of day-to-day situations. It is learning from life, during a meal, friends, play, exploring, travel etc.
Formal;
Is learning that takes place within a tutor - student relationship, such as in a uni/college/school system.
Non-formal;
Organized learning outside the formal learning system, times or structures.
What is feedback?
-Information given in response to a product performance activity etc, used as a basis for improvement.
-The modification or control of a process or system by its results or effects.
Formative and summative feedback
Summative assessment/feedback;
-Refers to the assessment of an individuals learning and summarizes the development of a learner at a specified point in time. After a period of work e.g. at the end of a module.
-Aims to summarize learning up to a specific point in time. Identify strengths and areas for improvement.
Formative assessment/feedback;
-Is more valuable for day-to-day teaching because it allows us to adapt the teaching to meet your needs.
-Helps us to monitor your progress and to modify the sessions accordingly.
-Helps you to monitor your own progress as you get feedback from your peers and tutors. - find opportunity to revise and refine.
Studio based;
One-to-one feedback
-Discussing project work - individual feedback
Progress surgeries;
-Verbal and written
-Posistive and negative feedback - and to understand it
-Guidence to improve the quality of work to improve grades
Progress tutorials;
-Verbal and written
-Looking at overall personal achievement
-Areas for personal development
-Clear action planning and time management
-Any issues
Studio Based;
-Verbal
-Non-formal and informal - through group/tutor/peer feedback, evaluate each others work.
Peer or group feedback;
-Verbal
-Critique (group feedback and teaching)
-Reflect industry practice - "the pitch"
Concept crits;
-give you the opportunity to present your initial thoughts, ideas, and responses, to a studio brief. This session will offer you a chance to get some important early feedback to your design directions, decisions and proposal from a group or colleagues.
Progress crits;
-give opportunity to present your on going design development and progress made to a group of your colleagues.
Final crits;
Timetabled shortly before submission of work for formal summative assessment. Peer led, gives last chance to look at progression through the final idea, will people understand it.
General preparation for crits;
All design sheets, mock ups and tests, bring everything available in some formal. Design Practice and Design Context blogs need to be up-to-date by this crit, to give you the appropriate feedback.
Weaknesses of feedback;
-Students don't always understand
-Students could become disinterested
-Students feel like you failing and don't know why
-Feedback can be percieved as personal
-Feedback can be over academic and feel formulaic
Asking questions...
...doesn't mean you don't know it means you want to know
...creates a space in which leaving can happen
...is an essential part of the education process
"Good teaching makes you ask questions. Bad teaching gives you all the answers."
Things I want feedback on?
-Use of blog - context - tagging - organization - quality - text - images - quantity
-Assessment criteria (are we passing)
-Time management and project management
-Academic/writing skills
-Critical evaluation
-Quality of work
-Design decisions
-Understanding of design principles
-Individual improvement
-Appropriateness of responses
My blog groups 10 questions;
- Is there evidence of successful time management? - times/dates of posts in relation to when they were set.
- Is the content of each post clearly labeled in each title? - check ppp, context, practice blogs
- Is there annotation on each post or just random images? - check ppp, context, practice blogs
- Are posts in the right place? - check everything is in the correct blog
- Has all work been blogged? - looking at all the briefs
- Are the design decisions thorough and evident? - read through work
- Is the writing academic or very informal? - check this by use of vocabulary
- Are all images linked to their site? - look at images
- Are all posts labelled/tagged (orange linked)? - check all the posts
- Are all blog's linked to the homepage? - visit the homepage
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