critical distance: an investigation into the function of the 'crit' in a flexible learning environment

ADM Subject Centre PROJECT FUND REPORT

Project overview

The project set out to examine changing patterns of learning of design students in flexible learning environments. In particular the research team were keen to investigate the function of the ‘crit’ in design teaching and consider its relevance in advancing the students’ cognition of the underlying philosophies, assumptions and abstract conceptions of their field of study. The research methodology included: a literature review of methods of design learning and teaching; observations of ‘crits’ conducted in the design studio and online; interviews with staff and students on their perceptions of the ‘crit’; analysis of findings and discussion of the problematic of the ‘crit’; and recommendations for future practice. The outcome of this research is an academic paper entitled ‘Critical Distance versus Critical Intervention’ to be submitted to the ADM Subject Centre Journal.

A second aspect of the research project aimed to develop a proposal for online learning in art and design. In addressing potential ways forward, it became apparent to the research team that we needed to conduct a pedagogical evaluation of selected virtual learning environments. The outcome of this research is a paper assessing virtual learning environments and their compatibility with the requirement of high levels of interactivity in art and design communication.

Key findings and recommendations

Key findings, arising from the research, include:

That the tradition of the ‘crit’ has changed very little since its inception in the 19th century.

That the ‘crit’ provides students with a useful induction into the dominant values and beliefs of a programme of study- through a process of inculturation.

That the ‘crit’ is a site of contestation, and hegemonic power, between the academic staff.

That one of the problematics of the ‘crit’ is the lack of fit between the experiential nature of learning through designing, and the requirement to derive high level abstractions of knowledge from that experience.

That students generally have difficulty in articulating argument in the ‘crit’.

That ‘crits’ conducted online have the advantage of providing the students with a critical distance from their normal context of study and that this appears to reduce the power relations between staff and students and provides the students with greater ownership and agency.

That in the reduced contact of staff and students there is an urgent need to reconsider the function of the ‘crit’ in design learning and teaching.

That the function of the ‘crit’ should be reserved for criticism and not for assessment of students’ project work.

That students need to have opportunities of acquiring learning methodologies for conducting critiques.

That the potential of peer learning in conducting critiques should be investigated further.

Project outcomes

The project outcomes include:

An academic paper entitled: Critical distance versus critical intervention: an investigation into the function of the ‘crit’ in design learning and teaching.

A pedagogical evaluation of five electronic learning environments. In the original submission we had proposed that we submit a proposal for an online learning package for wider dissemination but we found that we needed to evaluate the relevant infrastructures before we could consider that.

Details of dissemination plans

As proposed in the original submission the research team propose that the research paper [attached] , is submitted to the ADM Subject Centre board for consideration for publication in the ADM Subject Centre journal, or other method of dissemination as advised by the Subject Centre.

Learning and teaching implications

The research findings contribute to the field of knowledge on design learning and teaching. It is anticipated that the principle findings of the research project that the ‘crit’ is poor vehicle for advancing students skills of reflection and argument, will encourage a reconsideration of the function of the ‘crit’ in design learning and teaching.

The work relating to this project was written up by Christine Percy, the project manager up as paper and published as "Critical absence versus critical engagement. problematics of the crit in design learning and teaching"

It was publisghed in Vol. 2 No.3 of the Art, Design & Communication in Higher Education Journal, (ADCHE) in 2004. See the full paper here.