Abstract

In what ways can traditional design pedagogy be reframed in order to address multiliteracies and to incorporate the design mastery and knowledge of practising professionals? This paper presents a case study examining the development of an educational DVD, 'Design Dynamics', which uses multiple modes of representation to communicate about design practice. The project entailed a re-thinking of both the content and delivery of course material and was developed in response to Student Feedback on Teaching surveys which stressed the importance of varied visual material and multi-media formats in enahncing student learning. It involved the transformation of traditional lecture content by employing a presentation method which sought to communicate with students by taking into account the learning styles of the predominantly 'Net Generation' participants. In addition, it employs a pedagogy which engages students with design grammar, encouraging them to learn by acting, reflecting and critiquing at a metalevel. The finished teaching and learning tool facilitates constructive learning and assists students in exploring their own practice by reflecting on both a relevant exhibition and the expertise of design professionals.