Teaching Strategy

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‘Peer Critique’ in Debate: A Pedagogical…

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Journal Paper: Peer Reviewed

‘Peer Critique’ in Debate: A Pedagogical Tool for Teaching Architectural Design Studio

by Crolla K., Hodgson P. and Ho A.

ABSTRACT | Post-digital architectural education aims to empower future architects by developing open-mindedness and technical skills for the design of non-standard spatial configurations. Students can learn through exploration and experimentation, using three-dimensional graphic design software to generate initial designs and quality feedback, with a mixed model of peers and panel judges assessing final projects. Ratings of individual contributions and performance are commonly found in literature on peer assessment, but qualitative comments from peers can also provide good information on strengths and weaknesses. This study shows that peer critique in the form of debate can be an effective pedagogical tool for educators to provide quality feedback to the presenting group. This paper explores how architecture students responded to this method in a design studio for a master’s degree in architecture in a university in Hong Kong. Interviews were audio-recorded, transcribed and subsequently analysed using the coding system of qualitative software NVivo 11. The responses of the students were positive, although they experienced differences in feedback from different stakeholders.

KEYWORDS | Architectural Education; Design Studio; Experimental Approach; Group Critique; Pedagogy

DOWNLOAD |  https://digitalcommons.georgiasouthern.edu/ij-sotl/vol13/iss3/8/

CITATION | Crolla, Kristof, Paula Hodgson and Angel Ho. (2019). “‘Peer Critique’ in Debate: A Pedagogical Tool for Teaching Architectural Design Studio”. International Journal for the Scholarship of Teaching and Learning.

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Building collaborative creativity…

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Conference Paper: Peer Reviewed

Building collaborative creativity through an iterative approach

by Hodgson P., Crolla K. and Ho W.Y.

ABSTRACT | Instilling a creative mind is the foundation to prepare future architecture students. University educators can adopt an iterative approach in which students go through cycles of learning. This paper reports student experiences on a three-cycle team project in an architecture course that was part of a master program. This consisted of the group development of a single design proposal to build a large prototype on the roof in the School of Architecture building. Students had to self-select which solution to go forward with, starting with four teams of two in the first cycle, then two teams of four in the second cycle, and one final team of eight in the third cycle. Students needed to reflect on their individual experience and role within the team in a reflective cycle research model that was intended to enable independent and collaborative learning from a given action-based experience. Individual reports were analysed, and the students commonly showed learning through making mistakes and experienced collective efforts by all team members in the process of collaborative creativity.

KEYWORDS | Architectural Education; Creativity; Iterative Approach; Collaborative Learning

DOWNLOAD |  http://www.iadisportal.org/celda-2018-proceedings

CITATION | Hodgson, Paula, Kristof Crolla and Angel Wai Yee Ho, “Building Collaborative Creativity through an Interactive Approach.” in D. G. Sampson, D. Ifenthaler, P. Isaías (eds.), Proceedings of the 15th InterInternational Conference CELDA 2018 – Cognition and Exploratory Learning in Digital Age, Budapest, Hungary, 21-23 Oct 2018, pp. 286-292