Levering critical collaboration: The first year interdisciplinary design experience

Crosby, AL; Morgan, AC

Levering critical collaboration: The first year interdisciplinary design experience

Crosby, AL

Morgan, AC

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Publication Type:: Chapter
Citation:: Collaboration and Student Engagement in Design Education, 2016, pp. 169 - 187
Issue Date:: 2016-09-12

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Field	Value	Language
dc.contributor.author	Crosby, AL https://orcid.org/0000-0001-8959-7971	en_US
dc.contributor.author	Morgan, AC https://orcid.org/0000-0003-2041-5329	en_US
dc.date.issued	2016-09-12	en_US
dc.identifier.citation	Collaboration and Student Engagement in Design Education, 2016, pp. 169 - 187	en_US
dc.identifier.isbn	1522507264	en_US
dc.identifier.isbn	9781522507260	en_US
dc.identifier.uri	http://hdl.handle.net/10453/53925
dc.description.abstract	© 2017, IGI Global. This chapter presents an intervention in Design Thinking, a first year interdisciplinary design subject at the University of Technology Sydney. Over two iterations of this subject, researchers reframed the 'group work' component as critical collaboration, drawing from the momentum in the design professions for more participatory and collaborative processes and the increasing acknowledgement of design as being critical to sustainable human futures. The online self and peer assessment tool SPARKPlus was used to change the way students approached collaboration and then reflected on it following their experiences. In this model, self and peer assessment is used as a leaver to encourage critical thinking about collaboration, rather than as a hammer to enforce participation.	en_US
dc.relation.ispartof	Collaboration and Student Engagement in Design Education	en_US
dc.relation.isbasedon	10.4018/978-1-5225-0726-0.ch008	en_US
dc.title	Levering critical collaboration: The first year interdisciplinary design experience	en_US
dc.type	Chapter
utslib.for	1299 Other Built Environment and Design	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2017, IGI Global. This chapter presents an intervention in Design Thinking, a first year interdisciplinary design subject at the University of Technology Sydney. Over two iterations of this subject, researchers reframed the 'group work' component as critical collaboration, drawing from the momentum in the design professions for more participatory and collaborative processes and the increasing acknowledgement of design as being critical to sustainable human futures. The online self and peer assessment tool SPARKPlus was used to change the way students approached collaboration and then reflected on it following their experiences. In this model, self and peer assessment is used as a leaver to encourage critical thinking about collaboration, rather than as a hammer to enforce participation.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/53925