Reconstructing the critique. Using inclusive formative feedback in face-to-face and online communities of practice to improve knowledge acquisition in design education

Design teaching originated as a practice-based activity centred on reviewing the visual for its aesthetic appeal. This process has enabled students to produce opportune visual outcomes that lack research, academic rigour and rely on stylistic imitation of contemporary design trends. We identified that this occurs due to two underlying problems: 1) design pedagogies have developed without solid educational foundation; and 2) assessment remains linked to the end product rather than process. To address these issues, we reviewed learning design and reconstructed the design critique to shift the learning focus toward process. We developed four stages of engagement; Investigate, Apply, Explain and Share (IAES). These stages enabled us to create educational experiences that used reflective processes to improve knowledge acquisition. Student results and feedback show this application has improved understanding of key design processes and facilitated learning relevant to future design careers.