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Using Adapted Studio Critique to Teach Peer Review in the Document Design Classroom

机译：在文档设计教室中使用Adapted Studio Critique进行同行评审教学

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Introduction: Given the importance of visual communication to technical communicators' work, 40% of undergraduate programs in technical and professional communication require a document design course. However, document design pedagogies such as structuring peer review are still being researched, and popular textbooks do not provide instruction about how to facilitate this important pedagogy. About the case: An adapted form of studio critique was used to provide students with design feedback. Situating the case: Studio critique literature and document design peer review scholarship were used to devise an adapted critique, which I implemented in my course. Methods/approach: Twenty-five undergraduates were surveyed, and 23 were interviewed about adapted critique. Results/discussion: Results were favorable but recommend extending critique time, better facilitating participation, capturing feedback effectively, focusing the presentation, evaluating feedback, and requesting revision plans. Conclusions: Future research includes expanding the study to other courses and online environments.
机译：简介：鉴于视觉交流对技术交流员工作的重要性，因此40％的技术和专业交流本科课程要求开设文档设计课程。但是，仍在研究文档设计教学法，例如结构化同行评审，而流行的教科书并未提供有关如何促进这一重要教学法的指导。关于此案：工作室批评的一种改编形式用于向学生提供设计反馈。案情：工作室评论文学和文献设计同行评审奖学金被用来设计一种适应性评论，我在课程中实施了该评论。方法/方法：对25名大学生进行了调查，并就适应性批评进行了23次访谈。结果/讨论：结果令人满意，但建议延长评论时间，更好地促进参与，有效地收集反馈意见，着重介绍，评估反馈意见，并要求修订计划。结论：未来的研究包括将研究扩展到其他课程和在线环境。

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