Engaging Qualities: factors affecting learner attention in online design studios

Abstract

This study looks at the qualities of learner-generated online content, as rated by experts, and how these relate to learners' engagement through comments and conversations around this content. The work uploaded to an Online Design Studio by students across a Design and Innovation Qualification was rated and analysed quantitatively using the Consensual Assessment Technique (CAT). Correlations of qualities to comments made on this content were considered and a qualitative analysis of the comments was carried out. It was observed that design students do not necessarily pay attention to the same qualities in learner-generated content that experts rate highly, except for a particular quality at the first level of study. The content that students do engage with also changes with increasing levels of study. These findings have implications for the learning design of online design courses and qualifications as well as for design institutions seeking to supplement proximate design studios with Online Social Network Services.

Evaluation of Higher-Order Skills Development in an Asynchronous Online Poster Session for Final Year Science Undergraduates

“…Some focus group participants commented on the difficulties in selecting posters to give feedback on. Students might not necessarily select the highest quality posters to comment on, instead being drawn to "middling" posters where there is more of an opportunity to give constructive, critical feedback (Lotz et al, 2018).…”

Educating designers in virtual space: A description of hybrid studios

“…10 The importance of silent social learning processes has been empirically highlighted in a study by Lotz et al (2018). In this paper, under the research question of social engagement in design studies, it is stated that there is a strong correlation in the upper third of a course, which is expressed by a high communicative activity in the digital learning spaces.…”

“…The study also highlights the development of decision-making competence as a personal contribution by the students themselves. Diastasis is an inner and deeply subjective process that paradoxically (Lotz et al, 2018) demands a kind of active restraint 10 from the teacher. Furthermore, it follows that educators in virtualised distance learning 11 need specific competence in coaching artistic and design processes (Truniger, 2019, p. 32) in design disciplines.…”

OpenDesignStudio: virtual studio development over a decade

“…An analysis of the rated quality of posts by expert and the conversations around these uploaded artefacts revealed surprising findings (Lotz et al, 2018). Commenting behaviour for students on the entry level module was positively related to the aesthetic qualities of the artefact.…”

“…There have been several papers on aspects of this studio (Holden, 2009;Hart et al, 2011;Jones & Lloyd, 2013;Lloyd, 2013;Lotz et al, 2015Lotz et al, , 2018 but none has described the development of the studio in its entirety, the focus of this case study paper. The case follows the development of an online design studio tool called OpenDesignStudio (ODS)from the creation of the studio to provide a safe environment for novice photographers to share and critique their work, to a tool used across a Design and Innovation Qualification and in over 20 modules in other disciplines across the University, used by tens of thousands of students.…”