In the context of full-time Art and Design higher education in the UK, verbal and written feedback is integrated into studio-based and online teaching and learning. Peer-to-peer or tutorial feedback is utilised to analyse projects and foster a collaborative environment to share knowledge. However, existing methods often unintentionally create barriers to comprehension and engagement in the internationalised context of higher education.
Based on information design, this study explores potential alternative formats for staff-student feedback exchanges in the context of formative critiques, reviews and presentations designed to improve learning in studio-based education of MA Graphic Design. The focus of this essay concerns students who use English as a second language.
A new visual feedback tool was created based on the data collected from various methodologies. Students who tested the prototype have proved its effectiveness in reducing the communication gap between them and tutors.
It conveys information more efficiently and comprehensively without the language barrier. However, further research on developing the visual tool to enhance its effectiveness is still needed.
Please contact Gyungho Jeong for the full version of the thesis (An Empirical Exploration of Visual Feedback Instruments: Chart-Based Assessments in Internationalised MA Graphic Design Programs).
Gyungho Jeong, 2023 | rodgh4012@gmail.com
Based on information design, this study explores potential alternative formats for staff-student feedback exchanges in the context of formative critiques, reviews and presentations designed to improve learning in studio-based education of MA Graphic Design. The focus of this essay concerns students who use English as a second language.