| dc.description.abstract | Design coursework is iterative and continuously-evolving. Separation of digital tools used in design courses disaffects instructors’ and students’ iterative process experiences. As technology becomes increasingly integrated into design education, new opportunities arise for supporting the iterative, living process of design. These opportunities include providing on-demand, automatically computed insights to instructors, and facilitating instructor and student communication of feedback. I present a system that integrates support for design ideation with a learning analytics dashboard. The system enables instructors gain insights into a student's work across multiple dimensions. Instructors can view design work in the same environment in which students create it, which allows them to provide assessment and feedback in-context. I conducted semi-structured interviews, and recorded interaction logs over the course of an academic year to understand users' experiences. My research contributes to our understanding of how to present interactive, on-demand insights to instructors, as well as how to facilitate communication in an iterative process between instructors and students. Findings indicate benefits when systems enable instructors to contextualize creative work with assessment by integrating support for ideation with a learning analytics dashboard. Instructors are better able to track students and their work. Students are supported in reflecting on the relationship between assignments, and contextualizing instructor feedback with their work. We derive implications for contextualizing design with feedback to support creativity, learning, and teaching. | |
