This thought came up after reading a little of Paul Ramsden’s book “Learning to Teach in Higher Education” (2003)
How do we change the students’ learning approaches to graphic design subjects thus improving the learning and integration of research?
Does that make sense?
1) I think one point to make on this topic is getting students at an undergraduate level to be more reflective in their learning process. The ability to reflect creates an environment for deeper learning and understanding.(should back that up) One way that I have learned to push reflection is through assessment. Another would be establishing different criteria in project assignments.
For example: Designing a logo for company x
Concurrently with handing in thumbnails, brief, presenting comprehensives, and a final presentation, and assessment; the criteria could also include researching logotypes in the service of company x and design a mood board, self assess concepts early in the design process, and/or get the students to actively research the user’s perspective of possible comps using visual questionnaires, etc.
I think I’m going somewhere with this, but its late. I will continue tomorrow.
Its now tomorrow
I would like to frame my question (see above) now with one of the design courses I was teaching. It was essentially a course built to learn Photoshop and Illustrator. If I choose to not redevelop the entire graphic design program and focus on this course here are some possibilities I could have done to enhance deeper learning by changing the learning approach.
1) Background
Because one of the main goals of the course was to enhance technical skills class structure was founded on the classroom in a book tutorials. Each project progressed in difficulty and goals For example the first touched on the use of color, shape, form, ect (Creating a series of montages) 2nd, poster design and the use of type,ect. I would demo a tutorial, the students would practice the skill. The second half of the class was structured around informal discussions on design elements, principles and ways of communication and the students would work on their projects with one-to-one guidance and feedback. For assessment, student were asked to talk about their concepts early on in the design process and then a final presentation which in included a de-briefing paper. I could never get them to do a proper brief but for some reason a de-briefing paper, where they reflected on their project was more successful.
New learning approach:
I think I would keep the classroom in a book structure of tutorials because it gave the students a reference during demonstrations. I would change the structure of the assignment into three sections, all of them to be followed by an assessment (self and teacher) In phase 1 of the project the students goal would be of an investigator. I will deliver the message of discovery and knowledge. They would be asked to find out as much as they could on the subject. The students would informally present their findings to the class. The student would write a small description on what information they found useful and how they explored the process. In phase 2 the students will start initiating concepts for their projects, thumbnails, comps. the student would write a small brief on the process and reflect on the concepts. By one-to-one discussion the teacher could create a dialogue with the student creating an open environment for leaning and understanding. By adding the stop and reflect exercises and presentations I think it forces the student to understand a different way of viewing the task and hopefully create a space for deep learning.
One obstacle I see in this plan, is time. I spent a lot of teaching hours dedicated to producing “quality” work or acceptable design pieces for the school and for the students. But I think too much attention was spent on the aesthetic finishing of the projects instead of asking the question; what did that student learn? Are they aware of what they learned?
