In my experience working in the corporate world, and then eventually the highly project driven video game industry - work is often "done" when your lead or your art director says it is done. Students need to learn this early on if they are to thrive in their career. I like to give this experience to my students first hand in the classroom. They are often reprimanded if they turn in work without first showing it or calling me over to give feedback before they turn it in.
Here are a couple of projects where I implemented feedback at several points
Over the course of 2 semesters, 2 rounds of action research took place. Students were involved in 2 separate projects where feedback was built into several stages of the project. The first project centered on a Project Based Learning (PBL) assignment where students were tasked to create a poster campaign around the school’s cell phone policy, avoiding tardiness and anti-vaping. At several points in the project feedback was given by their peers and towards the end industry partners, community members and campus administration were invited to give their feedback as well. Feedback during this project was given both traditionally with guests and peers orally giving their thoughts as well as digitally through digital forums and online blogs. Students then participated in several surveys to determine which type of feedback ( oral vs. digital) they found the most helpful and which did they prefer to use the most.
Here are the winning posters from the project.
Films for School Film Festival
The second round of action research centered on the student’s final group project in which they had to write, direct and produce a 3 to 5 minute short film on the genre of their choice. This project allowed them to demonstrate their basic understanding of film, editing and storytelling. Feedback was given along the way but mainly from their peers.
This is the project where we tried out Adobe Spark for the first time to see what they thought of using that tool to create the mini feedback presentations. Students took screen shots from each other's films and used Adobe Spark to record audio of their thoughts on what should be improved upon. The result being a mini video presentation that students could not only see where the change could be made - but hear audio of what their peers thought.