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Full-Text Articles in Social and Behavioral Sciences
Introducing Reflective Strategies Informed By Problem-Based Learning To Enhance Cognitive Participation And Knowledge Transference In Graphic Design Education, Grant Ellmers, M. Foley
Introducing Reflective Strategies Informed By Problem-Based Learning To Enhance Cognitive Participation And Knowledge Transference In Graphic Design Education, Grant Ellmers, M. Foley
Faculty of Creative Arts - Papers (Archive)
This paper will outline and review a curriculum approach under development in the Graphic Design undergraduate program at the University of Wollongong. The curriculum approach in the past has drawn on a blending of studio-based and project-based learning, common approaches in many graphic design tertiary programs (Davies & Reid 2000). Our concern with these approaches is the emphasis on project outcomes, marginalising the design process and the important learning opportunities it presents. A potential solution the authors have explored is a greater formalised engagement with reflection (Boud, Keogh & Walker 1985; Schön 1987) informed by problem-based learning (Koschmann, Myers, Feltovich …
Reflection And Graphic Design Pedagogy: Developing A Reflective Framework To Enhance Learning In A Graphic Design Tertiary Environment, Grant Ellmers
Reflection And Graphic Design Pedagogy: Developing A Reflective Framework To Enhance Learning In A Graphic Design Tertiary Environment, Grant Ellmers
Faculty of Creative Arts - Papers (Archive)
The pedagogical approach employed in the graphic design program at the University of Wollongong is based primarily on a blend of project-based and studio-based learning. Emerging from experience and observations of teaching in this environment, the researcher has identified potential for enhanced learning through a formalised reflective framework. This may address concerns that current teaching frameworks over emphasise the design project, leaving the student at risk of not learning from the design process itself. This paper will describe the ongoing development and implementation of a formalised reflective framework into the University of Wollongong undergraduate graphic design program. Informed by staff …
A Re-Examination Of Graphic Design Pedagogy, And Its Application At The University Of Wollongong: Towards A Phd Study In Design Education, Grant Ellmers
Faculty of Creative Arts - Papers (Archive)
The pedagogical approach in the Graphic Design discipline at the University of Wollongong, as in other design institutions (Kvan 2001), is informed at a fundamental level by the studio-based learning framework. The ever-present challenges in the higher education sector, such as increasing student to teacher ratios and resourcing issues, lead educators to constantly evaluate their pedagogical approach. With the current advances in computer-aided design, and the emergence of alternative learning frameworks, it is timely to re-evaluate the role and effectiveness of studio-based learning in graphic design education. Problem-based learning and Schön's reflective practitioner framework have parallels with studio-based learning, however …