Graphic design and the learning of technical computer skills

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Someone once told me “where would graphic design be now, without the use of the computer.” I think this is something very important to talk about because of its relationship with my topic. I think throughout history, the designer has used the tools around them to use for the communication of the message. From block type to hand placing film, at that time, those were the tools and they were used as best as possible. The computer has taken over design quite quickly over the years and there developed one major difference with cutting film, easy user learning and accessibility.

One of the points that I needed to reflect on in my past curriculum design was that I was trying to really push the program to encourage deep learning with and without the use of the computer. I was trying to develop a system of teaching and learning which would also break the dependencies of technology for the learning of graphic design that were prevailing. What I didn’t want in this new design was the tendency for private study abroad colleges to teach strictly technical skills in any medium. To develop a one year program introducing other elements such as research, reflection and assessment were at that time I was not thinking about too much which definitely disabled the outcome of the program. I have always had the firm belief that students should not study graphic design to learn programs, they can grab a book, or attend a focused workshop for that. Studying graphic design means learning about communication. Students need the ability to use visual cues, design elements, principles, and typography and express these elements in various mediums appropriate for the problem. A graphic design now, must be able to communicate in a social environment both verbally and writing. To obtain this, I don’t think that doing away with the computer in learning environments is the answer but to find other ways of its integration into learning through the use of using research and assessment as a method of pinning a foundation to design pedagogy. Maybe this doesn’t make too much sense right now so I will get back to it.

(Drew, 2000) (Biggs, 1999)
Argues that it is in the way teachers conceive of approach teaching that encourages deep learning and it is the overwhelming factor that individual learners.”

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