Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education

References

• Australia Institute. 2021. Digital Media. Australian Industry and Skills Committee, October 21. https://nationalindustryinsights.aisc.net.au/industries/information-and-communications-technology/digital-media
   Google Scholar
• Bilton, C. 2020. “Creativity 2.0: New Approaches to Creative Economy Work and Education in the Creative Industries.” Chap. 13 in The Future of Creative Work edited by G. Hearn, 212–228. Cheltenham: Edward Elgar Publishing. doi:10.4337/9781839101106.00023.
   Google Scholar
• Blair, B. 2007. “At the End of a Huge Crit in the Summer, It Was “Crap” – I Had Worked Really Hard but All She Said Was “Fine” and I Was Gutted.” Art, Design & Communication in Higher Education 5 (2): 83–95. doi:10.1386/adch.5.2.83_1.
   Google Scholar
• Blasco-Arcas, L., I. Buil, B. Hernández-Ortega, and F. J. Sese. 2013. “Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance.” Computers & Education 62: 102–110. doi:10.1016/j.compedu.2012.10.019.
   Web of Science ®Google Scholar
• Boud, D., and E. Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712. doi:10.1080/02602938.2012.691462.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2013a. “Teaching Thematic Analysis: Overcoming Challenges and Developing Strategies for Effective Learning.” The Psychologist 26 (2): 120–123. https://uwe-repository.worktribe.com/output/937596.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2013b. Successful qualitative research: A practical guide for beginners. London: SAGE. https://uwe-repository.worktribe.com/output/934201
   Google Scholar
• Brezeanu, T., and M. G. Ianos. 2020. Web 2.0 Potential to Support Soft Skills Development.” Paper presented at The International Scientific Conference eLearning and Software for Education, National Defence University, Bucharest, 583–588. doi:10.12753/2066-026X-20-162.
   Google Scholar
• Bridgstock, R. 2016. “Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education.” Innovations in Education and Teaching International 53 (3): 306–315. doi:10.1080/14703297.2014.956779.
   Web of Science ®Google Scholar
• Bridgstock, R., M. Grant-Iramu, and A. McAlpine. 2019. “Integrating Career Development Learning into the Curriculum: Collaboration with the Careers Service for Employability.” Journal of Teaching and Learning for Graduate Employability 10 (1): 56–72. doi:10.21153/jtlge2019vol10no1art785.
   Google Scholar
• Carless, D. 2013. “Sustainable Feedback and the Development of Student Self-Evaluative Capacities.” Chap.” 10 in Reconceptualising Feedback in Higher Education: Developing Dialogue with Students edited by Stephen Merry, Margaret Price, David Carless, Maddalena Taras, 117–126. London: Routledge. doi:10.4324/9780203522813.
   Google Scholar
• Clarke, J., and D. Boud. 2018. “Refocusing Portfolio Assessment: Curating for Feedback and Portrayal.” Innovations in Education and Teaching International 55 (4): 479–486. doi:10.1080/14703297.2016.1250664.
   Web of Science ®Google Scholar
• Dawson, P., M. Henderson, P. Mahoney, M. Phillips, T. Ryan, D. Boud, and E. Molloy. 2019. “What Makes for Effective Feedback: Staff and Student Perspectives.” Assessment & Evaluation in Higher Education 44 (1): 25–36. doi:10.1080/02602938.2018.1467877.
   Web of Science ®Google Scholar
• Dawson, P., D. Carless, and P. Pui Wah Lee. 2021. “Authentic Feedback: Supporting Learners to Engage in Disciplinary Feedback Practices.” Assessment & Evaluation in Higher Education 46 (2): 286–296. doi:10.1080/02602938.2020.1769022.
   Web of Science ®Google Scholar
• Deni, A., and A. Arifin. 2019. “Using Padlet for Project-based Learning in Documentary Filmmaking.” Paper Presented at the Proceedings of the 2019 3rd International Conference on Education and E-Learning (ICEEL 2019). Association for Computing Machinery, New York, USA, November 30–35. doi:10.1145/3371647.3371648.
   Google Scholar
• Espasa, A., T. Guasch, R. M. Mayordomo, M. Martínez-Melo, and D. Carless. 2018. “A Dialogic Feedback Index Measuring Key Aspects of Feedback Processes in Online Learning Environments.” Higher Education Research & Development 37 (3): 499–513. doi:10.1080/07294360.2018.1430125.
   Web of Science ®Google Scholar
• Fleischmann, K., and C. Hutchison. 2012. “Creative Exchange: An Evolving Model of Multidisciplinary Collaboration.” Journal of Learning Design 5 (1): 23–31. https://files.eric.ed.gov/fulltext/EJ978981.pdf. doi:10.5204/jld.v5i1.92.
   Google Scholar
• Fleischmann, K. 2014. “Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?” Contemporary Educational Technology 5 (1): 39–52. doi:10.30935/cedtech/6114.
   Google Scholar
• Fleischmann, K. 2019. “From Studio Practice to Online Design Education: Can we Teach Design Online?” Canadian Journal of Learning and Technology 45 (1): 1–19. doi:10.21432/cjlt27849.
   Google Scholar
• Fleischmann, K. 2020. “Online Design Education: Searching for a Middle Ground.” Arts and Humanities in Higher Education 19 (1): 36–57. doi:10.1177/147402221875823.
   Web of Science ®Google Scholar
• Fritz, R., and R. Vandermause. 2018. “Data Collection via in-Depth Email Interviewing: Lessons from the Field.” Qualitative Health Research 28 (10): 1640–1649. doi:10.1177/1049732316689067.
   PubMed Web of Science ®Google Scholar
• Gabaree, L., C. Rodeghiero, C. Presicce, N. Rusk, and R. Jain. 2020. “Designing Creative and Connected Online Learning Experiences.” Information and Learning Sciences 121 (7/8): 655–663. doi:10.1108/ILS-04-2020-0121.
   Web of Science ®Google Scholar
• Garnham, W., and T. Betts. 2018. “The Padlet Project: Transforming Student Engagement in Foundation Year Seminars.” Compass: Journal of Learning and Teaching 11 (2) doi:10.21100/compass.v11i2.714.
   Google Scholar
• George, J. M., and J. Zhou. 2001. “When Openness to Experience and Conscientiousness Are Related to Creative Behavior: An Interactional Approach.” The Journal of Applied Psychology 86 (3): 513–524. doi:10.1037/0021-9010.86.3.513.
   PubMed Web of Science ®Google Scholar
• Gill-Simmen, L. 2021. “Using Padlet in Instructional Design to Promote Cognitive Engagement: A Case Study of Undergraduate Marketing Students.” Journal of Learning Development in Higher Education 2021 (20): 1–14. doi:10.47408/jldhe.vi20.575.
   Google Scholar
• Hearn, G. 2020. “The Future of Creative Work: Creativity and Digital Disruption.” In The Future of Creative Work: Creativity and Digital Disruption, edited by Greg Hearn, 1–12. Cheltenham: Edward Elgar Publishing. doi:10.1080/10286632.2021.1971209.
   Google Scholar
• Jacob, S., and S. Furgerson. 2015. “Writing Interview Protocols and Conducting Interviews: Tips for Students New to the Field of Qualitative Research.” The Qualitative Report 17 (42): 1–10. doi:10.46743/2160-3715/2012.1718.
   Google Scholar
• Kinchin, I. M. 2016. Visualising Powerful Knowledge to Develop the Expert Student. Boston: Sense Publishers.
   Google Scholar
• Kurt, S. 2017. “Definitions of the Addie Model.” Educational Technology published on October 6, 2017 https://educationaltechnology.net/definitions-addie-model/
   PubMedGoogle Scholar
• Marshalsey, L., and M. Sclater. 2020. “Together but apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education.” International Journal of Art & Design Education 39 (4): 826–840. doi:10.1111/jade.12331.
   Web of Science ®Google Scholar
• McCarthy, S., and C. M. de Almeida. 2002. “Self-Authored Graphic Design: A Strategy for Integrative Studies.” Journal of Aesthetic Education 36 (3): 103–116. doi:10.2307/3333601.
   Web of Science ®Google Scholar
• McCarthy, J. 2019. “Student Perceptions of Screencast Video Feedback for Summative Assessment Tasks in the Creative Arts.” Chap. 9 in Technology-Enhanced Formative Assessment Practices in Higher Education, edited by C. Dann and S. O’Neill, 177–192. Pennsylvania: IGI Global. doi:10.4018/978-1-7998-0426-0.ch009.
   Google Scholar
• Miceli, L., and L. Zeeng. 2017. “Reconstructing the Critique. Using Inclusive Formative Feedback in Face-to-Face and Online Communities of Practice to Improve Knowledge Acquisition in Design Education.” The Design Journal 20 (sup1): S1250–S1259. doi:10.1080/14606925.2017.1352654.
   Web of Science ®Google Scholar
• Naylor, R., C. Baik, C. Asmar, and K. Watty. 2014. “Good Feedback Practices Prompts and guidelines for reviewing and enhancing feedback for students.” Centre for the Study of Higher Education. The University of Melbourne. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0008/1761164/Good_Feedback_Practices_2014.pdf
   Google Scholar
• O’Shea, S., and J. Delahunty. 2018. “Getting through the Day and Still Having a Smile on my Face! How Do Students Define Success in the University Learning Environment?” Higher Education Research & Development 37 (5): 1062–1075. doi:10.1080/07294360.2018.1463973.
   Web of Science ®Google Scholar
• Pak, B., and J. Verbeke. 2012. “Design Studio 2.0: Augmenting Reflective Architectural Design Learning.” Journal of Information Technology in Construction 17: 502–519. doi:10.48550/arxiv.1509.01872.
   Google Scholar
• Park, J. 2011. “Design Education Online: Learning Delivery and Evaluation.” International Journal of Art & Design Education 30 (2): 176–187. doi:10.1111/j.1476-8070.2011.01689.x.
   Web of Science ®Google Scholar
• Payne, L. 2019. “Student Engagement: Three Models for Its Investigation.” Journal of Further and Higher Education 43 (5): 641–657. doi:10.1080/0309877X.2017.1391186.
   Web of Science ®Google Scholar
• Price, M., K. Handley, J. Millar, and B. O’Donovan. 2010. “Feedback: All That Effort, but What is the Effect?” Assessment & Evaluation in Higher Education 35 (3): 277–289. doi:10.1080/02602930903541007.
   Web of Science ®Google Scholar
• Sawyer, R. K. 2017. “Creativity Research and Cultural Context: Past, Present, and Future.” The Journal of Creative Behavior 51 (4): 352–354. doi:10.1002/jocb.204.
   Web of Science ®Google Scholar
• Sawyer, R. K. 2021. “The Iterative and Improvisational Nature of the Creative Process.” Journal of Creativity 31(: 100002. doi:10.1016/j.yjoc.2021.100002.
   Google Scholar
• Shreeve, A., S. Wareing, and L. Drew. 2008. “Key Aspects of Teaching and Learning in the Visual Arts.” Chap. 22 in a Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. 3rd ed., edited by H. Fry, S. Ketteridge, and S. Marshall, 345–362. London: Routledge. doi:10.4324/9780203891414.
   Google Scholar
• Steen-Utheim, A., and A. Wittek. 2017. “Dialogic Feedback and Potentialities for Student Learning.” Learning, Culture and Social Interaction 15: 18–30. doi:10.1016/j.lcsi.2017.06.002.
   Web of Science ®Google Scholar
• Swan, D., and G. Hearn. 2014. “Creative Digital Services in Education, Mining and Manufacturing: Pursuing Innovation through Interoperability.” Chap. 4 in Creative Work beyond the Creative Industries edited by G. Hearn, R. Bridgstock, G. Goldsmith, and J. Rodgers, 61–77. Cheltanham: Edward Elgar Publishing Limited. doi:10.4337/9781782545705.00012.
   Google Scholar
• van Laar, E., A. van Deursen, J. van Dijk, and J. de Haan. 2019. “Twenty-First Century Digital Skills for the Creative Industries Workforce: Perspectives from Industry Experts.” First Monday 24 (1) doi:10.5210/fm.v24i1.9476.
   Google Scholar
• Vilches, I. 2021. Independent creators and engaged communities are the future of journalism. Impact Director, Latam4 and Global Shaper, Santiago Hub, World Economic Forum, published October 1 2022. https://www.weforum.org/agenda/2021/10/future-of-journalism/
   Google Scholar
• Villarroel, V., S. Bloxham, D. Bruna, C. Bruna, and C. Herrera-Seda. 2018. “Authentic Assessment: Creating a Blueprint for Course Design.” Assessment & Evaluation in Higher Education 43 (5): 840–854. doi:10.1080/02602938.2017.1412396.
   Web of Science ®Google Scholar
• Winstone, N. E., R. A. Nash, M. Parker, and Rowntree, J. 2017. “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52 (1): 17–37. doi:10.1080/00461520.2016.1207538.
   Web of Science ®Google Scholar
• Winstone, N. E., G. Mathlin, and R. A. Nash. 2019. “Building Feedback Literacy: Students’ Perceptions of the Developing Engagement with Feedback Toolkit.” Frontiers in Education 4: 1–11. doi:10.3389/feduc.2019.00039.
   Google Scholar
• Winstone, N. E., and D. Boud. 2022. “The Need to Disentangle Assessment and Feedback in Higher Education.” Studies in Higher Education 47 (3): 656–667. doi:10.1080/03075079.2020.1779687.
   Web of Science ®Google Scholar
• Winstone, N. E., D. Boud, P. Dawson, and H. Heron. 2022a. “From Feedback-as-Information to Feedback-as-Process: A Linguistic Analysis of the Feedback Literature.” Assessment & Evaluation in Higher Education 47 (2): 213–230. doi:10.1080/02602938.2021.1902467.
   Web of Science ®Google Scholar
• Winstone, N. E., K. Balloo, and D. Carless. 2022b. “Discipline-Specific Feedback Literacies: A Framework for Curriculum Design.” Higher Education 83 (1): 57–77. doi:10.1007/s10734-020-00632-0.
   Web of Science ®Google Scholar
• Wrigley, C., G. Mosely, and M. Tomitsch. 2018. “Design Thinking Education: A Comparison of Massive Open Online Courses.” She Ji: The Journal of Design, Economics and Innovation 4 (3): 275–292. doi:10.1016/j.sheji.2018.06.002.
   Google Scholar