Abstract
Desk critique is one of the key instruction methods that benefits student critical thinking in design classes (Yorgancioğlu & Tunali, 2020). It involves the professor sitting down at each student’s desk and reviewing their work progress displayed on the desk. An effective desk review consists of giving verbal feedback and, more importantly, marking on students’ design to offer ways of improving and exploring further on the design problems. During the pandemic, professors could not conduct the traditional close-distanced desk critique due to social distancing requirements. Marking and sketching over student work during a class would have become a challenge without technology’s assistance. With the advancement of video conferencing technology, the Zoom Annotate tool was used in a design class at Oklahoma State University in fall 2020 in place of in-person critique to provide an equivalent level review for students. This accomplished a live digital review with the ability to mark on student work, which the traditional desk critique can offer. Students were given a short questionnaire based on their perceptions of their likes, dislikes, relation to Zoom critique, and potential to facilitate course learning. Student perceptions of Zoom critique and the Annotate tool as a pandemic solution for desk crit were mostly positive. Students have reported the benefits of having undisrupted valuable feedback time via the screen without needing to sit down side-by-side with the professor. A few negatives include students longing for in-person and close distance interactions.
Presenters
Qing LuoAssociate Professor, Landscape Architecture, Oklahoma State University, Oklahoma, United States
Details
Presentation Type
Theme
KEYWORDS
Virtual, Technology, Interactive, Desk Critique
