Hype or help? Technology-enhanced learning in the design classroom: an experiment in online design collaboration
File version
Version of Record (VoR)
Author(s)
Fleischmann, Katja
Griffith University Author(s)
Year published
2018
Metadata
Show full item recordAbstract
While technology-enhanced learning is changing quickly, design courses have been slow to adopt these technologies. However, that gap may be narrowing. Existing case studies in which the functioning of blended, online, and a combination of blended and online design courses are explored reveal a trend toward incorporating social media and internet platforms in collaborative design projects. There is an evolution in pedagogical thinking about how design courses can successfully incorporate up-to-date digital technologies; there are also significant problems when adopting these technologies into studio-based courses. To overcome ...
View more >While technology-enhanced learning is changing quickly, design courses have been slow to adopt these technologies. However, that gap may be narrowing. Existing case studies in which the functioning of blended, online, and a combination of blended and online design courses are explored reveal a trend toward incorporating social media and internet platforms in collaborative design projects. There is an evolution in pedagogical thinking about how design courses can successfully incorporate up-to-date digital technologies; there are also significant problems when adopting these technologies into studio-based courses. To overcome identified barriers, this study explores the use of a digital platform that supports online collaboration on creative design projects in a blended learning environment. The paper presents insights from 3rd year design students and their experience in using a digital collaborative design platform which allows students to annotate designs and provide in-context feedback for faster iterations in real time. Results are discussed in the context of broadening learning opportunities for design students in a blended learning environment and providing students with an authentic learning experience because it represents technologies that are increasingly part of a professional practice.
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View more >While technology-enhanced learning is changing quickly, design courses have been slow to adopt these technologies. However, that gap may be narrowing. Existing case studies in which the functioning of blended, online, and a combination of blended and online design courses are explored reveal a trend toward incorporating social media and internet platforms in collaborative design projects. There is an evolution in pedagogical thinking about how design courses can successfully incorporate up-to-date digital technologies; there are also significant problems when adopting these technologies into studio-based courses. To overcome identified barriers, this study explores the use of a digital platform that supports online collaboration on creative design projects in a blended learning environment. The paper presents insights from 3rd year design students and their experience in using a digital collaborative design platform which allows students to annotate designs and provide in-context feedback for faster iterations in real time. Results are discussed in the context of broadening learning opportunities for design students in a blended learning environment and providing students with an authentic learning experience because it represents technologies that are increasingly part of a professional practice.
View less >
Journal Title
International Journal of Arts & Sciences
Volume
11
Issue
1
Copyright Statement
© 2018 International Journal of Arts and Sciences. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Creative arts, media and communication curriculum and pedagogy
Design practice and methods