Learning theory through collaboration, visualisation and audience presentation
Author(s)
McAuley, Mike
Roxburgh, Mark
Griffith University Author(s)
Year published
2015
Metadata
Show full item recordAbstract
This study reports on a series of changes involving collaboration, visualisation and audience presentation which were incrementally added to a first year visual communication design theory course taught at the University of Newcastle, NSW. It will discuss novice, first year students' experience of collaborating with peers and also look at how visual media methods were used in the construction of a theoretical argument. It responds to previous observations that many of our students were not engaging with theory at a deep intrinsic level, writing essays that were motivated by the extrinsic demands of passing a course than ...
View more >This study reports on a series of changes involving collaboration, visualisation and audience presentation which were incrementally added to a first year visual communication design theory course taught at the University of Newcastle, NSW. It will discuss novice, first year students' experience of collaborating with peers and also look at how visual media methods were used in the construction of a theoretical argument. It responds to previous observations that many of our students were not engaging with theory at a deep intrinsic level, writing essays that were motivated by the extrinsic demands of passing a course than actual fascination with the theoretical dimensions of design. In contrast, visual communication design students thrive in studio environments where collaboration and immersion in visual methods of working are the norm. We put forward here, the argued position that student learning of design theory can be enhanced through the incorporation of working methods commonly used in creative practice.
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View more >This study reports on a series of changes involving collaboration, visualisation and audience presentation which were incrementally added to a first year visual communication design theory course taught at the University of Newcastle, NSW. It will discuss novice, first year students' experience of collaborating with peers and also look at how visual media methods were used in the construction of a theoretical argument. It responds to previous observations that many of our students were not engaging with theory at a deep intrinsic level, writing essays that were motivated by the extrinsic demands of passing a course than actual fascination with the theoretical dimensions of design. In contrast, visual communication design students thrive in studio environments where collaboration and immersion in visual methods of working are the norm. We put forward here, the argued position that student learning of design theory can be enhanced through the incorporation of working methods commonly used in creative practice.
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Journal Title
Journal of Design Research
Volume
13
Issue
4
Subject
Visual Communication Design (incl. Graphic Design)
Design Practice and Management