A model for the assessment of online design studies: Methods and tools used at UOC.
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| Title: | A model for the assessment of online design studies: Methods and tools used at UOC. |
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| Authors: | San Cornelio, Gemma1 (AUTHOR) gsan_cornelio@uoc.edu, Massaguer, Lluc1 (AUTHOR) lmassaguerb@uoc.edu, Creus, Amalia1 (AUTHOR) acreus0@uoc.edu |
| Source: | Art, Design & Communication in Higher Education. Oct2026, Vol. 25 Issue 2, p199-220. 22p. |
| Subject Terms: | *Design education, *Educational evaluation, *Higher education, *Online education, *Project method in teaching, Socialization, Project evaluation, Social interaction |
| Abstract: | This article aims to describe and analyse some methodological strategies and technological resources implemented in online assessment in the design field at Universitat Oberta de Catalunya. In the framework of an institutional project for improving assessment in design and communication and drawing on some preliminary data (gathered from three surveys and a focus group), we discuss educational challenges linked to the procedural, practical and creative nature of design training in higher education. As a result, based on our data, we suggest a model that includes different aspects specific to the training in design, such as the role of project-based, studio and analytical assessment. Our conclusions point to some advances in the direction to include evaluation strategies that are intended for the work and progress of online students and to foster collaboration among peers and the socialization of learning. Nevertheless, we include some recommendations and final remarks to achieve a more complete assessment performance; for instance, some systematization and intensification in the use of such strategies should be undertaken. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article aims to describe and analyse some methodological strategies and technological resources implemented in online assessment in the design field at Universitat Oberta de Catalunya. In the framework of an institutional project for improving assessment in design and communication and drawing on some preliminary data (gathered from three surveys and a focus group), we discuss educational challenges linked to the procedural, practical and creative nature of design training in higher education. As a result, based on our data, we suggest a model that includes different aspects specific to the training in design, such as the role of project-based, studio and analytical assessment. Our conclusions point to some advances in the direction to include evaluation strategies that are intended for the work and progress of online students and to foster collaboration among peers and the socialization of learning. Nevertheless, we include some recommendations and final remarks to achieve a more complete assessment performance; for instance, some systematization and intensification in the use of such strategies should be undertaken. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1474273X |
| DOI: | 10.1386/adch_00103_1 |
