A design education perspective on the process of interpreting words into pictures

No Thumbnail Available
File version
Author(s)
McAuley, Mike
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
2010
Size
File type(s)
Location
License
Abstract

This article discusses two learning strategies that were incrementally developed during three cycles of an action research project to facilitate student learning of the process of interpreting written text into an illustration. The two strategies relate to the cognitive processes of analysis and synthesis – from comprehension of textual meaning to visual concept generation. The first learning strategy, which relates to analysis, involved assisting students to develop macropropositions – personal understandings of the gist or essence of a text (Louwerse and Graesser 2006; Armbruster et al. 1987; Van Dijk and Kintsch 1983). The second learning strategy, which was concerned with idea generation, used a form of induction categorized as analogical reasoning (Holyoak 2005; Sloman and Lagnado 2005). Both strategies were combined to illustrate an expository text extract titled 'Through The Magic Door'. The data suggest that design students benefit from a structured approach to learning, where thinking processes and approaches can be identified and made accessible for other learning situations. The action research methodology is based on semi-structured interviews, questionnaires, developmental design (including student notes) and final design output.

Journal Title

Art, Design & Communication in Higher Education

Conference Title
Book Title
Edition
Volume

9

Issue

2

Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
Item Access Status
Note
Access the data
Related item(s)
Subject

Design Practice and Management not elsewhere classified

Design Practice and Management

Curriculum and Pedagogy

Communication and Media Studies

Persistent link to this record
Citation
Collections