Extra-curricular Design Learning: Emergent Critique in Learners’ Facebook Posts

• In Event: RTD - Design, Learning, and Self-efficacy in Social Networking

Short Description

We studied how learners use Facebook groups to engage in critique outside of class. Data included 4558 status updates and 15273 comments from 160 students. Analyzed discourse practices within groups and across groups created a participation coefficient representing the level of reciprocity in critique, quantifying requests for critique in relation to critique given to others. Results include a description of a hidden curriculum of interaction in informal design critique.

Authors

• Craig D. Howard, Texas A&M Texarkana

• Colin M. Gray, Iowa State University