On your comments re: attendence
Wow!What an interesting and disturbingly selective self defence.
Re: Comments
TEN things about NOT comming to class is that :
1) you don't know enough about what design studies is to actually make a claim to know (this goes for students and lecturers)
2) How can you judge if it is "boring" if you choose not to experience it?
3) How can you know if it is irrelevant to practice if you are not practicing as "professionals" yet?
4) How can you know that it is irrelevant to "studying" if you make a choice not to engage as a student
5) The Culture of Learning is created by YOU - so if it is not working for you then isn't that a problem with your attitude.
6) You have the rest of your life to do the "work" of design - to learn about contracts, to engage in the economics of industrial design - so why rush into it?
7) The content that you could encounter - the theory, the politics, the capacity to really understand a particular social context with the space and support that design studies affords is something that you will probably never find again (trust me I know this)
8) there is an intellectual dimension to industrial design that if you choose to enter into will help you deal with change and complexity where ever you go and whatever you do - Designing a toaster or a bit of luggage will not provide this.
9)So you want to "be" designers - so what? Then what? - ther is more to life than what your job title is - design studies is the space for working out what that could be, how you orient yourself, how you find meaning.
10) If you simply want to design "stuff" - quit university. If you want to come to some understanding of your own meaning of design - not my meaning - or someone with a "design" barrow to push - then do design studies - make it yours
Re: Comments
TEN things about NOT comming to class is that :
1) you don't know enough about what design studies is to actually make a claim to know (this goes for students and lecturers)
2) How can you judge if it is "boring" if you choose not to experience it?
3) How can you know if it is irrelevant to practice if you are not practicing as "professionals" yet?
4) How can you know that it is irrelevant to "studying" if you make a choice not to engage as a student
5) The Culture of Learning is created by YOU - so if it is not working for you then isn't that a problem with your attitude.
6) You have the rest of your life to do the "work" of design - to learn about contracts, to engage in the economics of industrial design - so why rush into it?
7) The content that you could encounter - the theory, the politics, the capacity to really understand a particular social context with the space and support that design studies affords is something that you will probably never find again (trust me I know this)
8) there is an intellectual dimension to industrial design that if you choose to enter into will help you deal with change and complexity where ever you go and whatever you do - Designing a toaster or a bit of luggage will not provide this.
9)So you want to "be" designers - so what? Then what? - ther is more to life than what your job title is - design studies is the space for working out what that could be, how you orient yourself, how you find meaning.
10) If you simply want to design "stuff" - quit university. If you want to come to some understanding of your own meaning of design - not my meaning - or someone with a "design" barrow to push - then do design studies - make it yours
posted by Liam Fennessy at 2:44 CH
1 Comments:
OK Tan,
Here's the thing...
Peer assesment is not "assessment" - the role is not to give another student a grade - it is there as a process of critique - of building a discussion about the work done, the ideas it brings forward and the rigor of thinking that is communicated - this is a very established process in architecture and design education.
It put the evaluation of a students work as a learning activity in its own right - (you learn how to appreciate and appraise complex ideas).
As far as grades go -you work to a contract that you made with your lecturer and yourself (where you decide what level of committment you aspire to) - the lecturer then works with you - if you make yourself available (come to class /contribute to discussion etc)to achieve a work that has a quality commensurate to that grade.
In the peer review process the reviewers role is to be honest about the quality and level of commitment made to the study - how students do that is their business - if they want to be affirming or scathing that is up to them. If they want to provide meaningful feed back that is thier perogative.
You may be dissapointed with the process becuase your peers had developed no capacity to actually appraise the work that you did - so that is a problem of student culture not the review process.
If you want meaningfull feedback there are two things that you can do:
1: bring your work to the class so that it can be read and talked about
2: commit yourself to giving honest feedback to your peers - and they will reciprocate.
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