Reflective inquiry in design reviews: the role of question-asking during exchanges of peer feedback
- Autores: Carlos Cardoso, Ada Hurst, Oscar G. Nespoli
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 36, no. 2, 2020 (Ejemplar dedicado a: Clive L. Dym Mudd Design Workshop XI Design Education and Practice – How Process Matters), págs. 614-622
- Idioma: inglés
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Resumen
Design reviews are common educational practice in domains engaged in project-based learning approaches. This is the ‘learningspace’ where students meet with instructors, their peers and other stakeholders to discuss the progress of their work. A number ofresearch studies have looked into various phenomena taking place during design reviews. In this study, we adopt an inquiry-drivenframework to investigate how question-asking influences the quality of the feedback exchanged between peers working in differentteams during design review meetings. Building on previous work, specifically in design research, we extend previous contributionsnot only on the role of questions as influencing the design thinking process, but also on their perceived value (by the respondents)and thus their general benefit for constructing valuable feedback in design reviews. We find that high performing student teamsprovidemoreandbetterfeedback during peer-to-peer design reviews. Further, deep reasoning and generative design questions areperceived as more valuable than low-level questions.
