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The COVID-19 pandemic forced teachers to move studio critique to online workshops, altering in-person learning patterns and the dynamics of participation. This paper examines how design critique teaching and learning changed from winter 2020 onward, focusing on gaps caused by loss of shared space, challenges in detailed feedback, and the complexity of stimulating student interactions. Interviews with a dozen workshop tutors highlight concerns about interaction metamorphosis and propose elements for improved feedback and communication.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/turbulence-in-crit-assessment-from-the-design-workshop-to-online-learning/600164/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/turbulence-in-crit-assessment-from-the-design-workshop-to-online-learning/600164.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary aim of critique in design education?","Question",{"text":112,"@type":113},"Critique primarily centers on offering and receiving feedback on workshop projects, helping designers renew their perspective on ongoing work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the pandemic change design critique practices?",{"text":117,"@type":113},"The shift to online workshops reduced shared physical space, creating gaps that affected not only critique activities but the entire project and learning process.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper propose to improve feedback and communication?",{"text":121,"@type":113},"It emphasizes constant interactions among peers, teachers, and experts, using insights from situated learning to support meaningful critique and prepare designers for their community of practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600164,1792165080,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Turbulence in Crit Assessment: from the Design Workshop to Online Learning  \nVirginie Tessier, University of Montreal, Canada  \nMarie-Pier Aubry-Boyer, University of Montreal, Canada  \nAbstract  \nCritique in design education is redefining itself, but its primary aim still focuses on offering and receiving feedback on workshop projects. The global pandemic has forced teachers to adapt their methods for online workshops. The following paper questions how design critique has changed teaching and learning experiences, focusing on the distinctions between in-person and online sessions. Before winter 2020, students used to wander through the school’s workshops, filled with sketches and models of ongoing projects. Since then, we were faced with the loss of a shared physical space leading to many changes that should be addressed as online workshops are going forward. As a result, the pandemic has accentuated some of the challenges of offering detailed feedback to projects and has shown the complexity to stimulate students’interactions during a critique. Gaps created through social distancing seem to have impacted not only the critique activity but the entire project and learning process. By exploring the teaching experiences of a dozen workshop tutors, this paper brings out concerns about the metamorphosis of general interactions and highlights an impact on the design activities. By referring to Lave and Wenger’s situated learning, we discuss the importance of interactions while conducting projects by explaining, discussing, showing, or just looking at what others have done. This paper provides an overview of key elements to improve feedback and communication, emphasising that constant interactions with peers, teachers, and experts are especially meaningful to prepare the designer to its future community of practice.  \nKeywords:  \ndesign education, critique, social practice, online workshops, design process  \nIntroduction  \nThe design process is a complex synthesis of various activities accomplished by the designer in interaction with other actors. As it has been shown in past research, design projects alternate through cycles of various actions, including framing, naming, moving, reflecting, evaluating, and negotiating (Schön, 1983; Valkenburg & Dorst, 1998; Zahedi & Heaton, 2017) . As listed, an emphasis is offered to the active or retroactive analysis of ideas and decisions during a project through various forms of individual or social evaluation. Similarly, Christensen and Ball (2016) state that “evaluative practices are important in all creative industries, where key individuals are invited to assess products ‘in the making’”(p. 116) .  \nIn agreement with this statement, we feel it is crucial to offer training opportunities to design students to develop their critical thinking skills by receiving and offering feedback. Sustained training eventually brings the students to initiate their critique activities with themselves and in interaction with others (Tessier, 2021) . According to Goldschmidt et al. (2010), architecture  \nstudents can participate in up to 250 to 350 critique sessions throughout a typical training of four to five years – underlining the critical relevance to discuss this activity. Still, some say that“we lack an in-depth understanding of critiquing in design education”(Oh et al., 2013, p. 303) . Indeed, we noticed that a limited body of publications offers detailed accounts of this practice. Among these studies, some are acknowledged for their analytical quality and descriptive depth. For example, Schön’s analysis of the one-to-one desk crit is often referred to as one of the most exhaustive reports of this designerly assessment practice. However, fewer studies have investigated the unfolding of critique activities when involving multiple social actors (some examples are: Oh et al., 2013; Gunday Gul & Afacan, 2018; Gray, 2019) . Gray (2019) also states that even fewer researchers have addressed the critique as an","cbCaidEznLDsTaTb","https://ap.wps.com/l/cbCaidEznLDsTaTb","pdf",265063,"English","# Abstract\n# Introduction\n## The Design Crit","[{\"question\":\"What is the primary aim of critique in design education?\",\"answer\":\"Critique primarily centers on offering and receiving feedback on workshop projects, helping designers renew their perspective on ongoing work.\"},{\"question\":\"How did the pandemic change design critique practices?\",\"answer\":\"The shift to online workshops reduced shared physical space, creating gaps that affected not only critique activities but the entire project and learning process.\"},{\"question\":\"What does the paper propose to improve feedback and communication?\",\"answer\":\"It emphasizes constant interactions among peers, teachers, and experts, using insights from situated learning to support meaningful critique and prepare designers for their community of practice.\"}]","Turbulence in Crit Assessment - from the Design Workshop to Online Learning | PDF",1792090159,25]