Inside out

Work thumb

Views: 348

  • Title: Inside out: Comparison of Traditional and Collaborative Pedagogical Approaches for Visual Communication Design Students in Transition to Industry
  • Author(s): Brenda Saris
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Design Principles & Practices
  • Journal Title: The International Journal of Design Education
  • Keywords: Design Pedagogy, Curriculum, Collaboration, Experiential Learning, Practice-based Learning, Work-integrated Learning
  • Volume: 12
  • Issue: 2
  • Date: May 10, 2018
  • ISSN: 2325-128X (Print)
  • ISSN: 2325-1298 (Online)
  • DOI: https://doi.org/10.18848/2325-128X/CGP/v12i02/25-38
  • Citation: Saris, Brenda. 2018. "Inside out: Comparison of Traditional and Collaborative Pedagogical Approaches for Visual Communication Design Students in Transition to Industry." The International Journal of Design Education 12 (2): 25-38. doi:10.18848/2325-128X/CGP/v12i02/25-38.
  • Extent: 14 pages

All Rights Reserved

Copyright © 2018, Common Ground Research Networks, All Rights Reserved

Abstract

Crafting of design elements and principles has traditionally been the purpose of visual communication design (VCD) education. Rapid advances in technology, changing societal and cultural views, and design practice being recognized as something less tangible are affecting pedagogical processes for educators. Current learning outcomes within New Zealand technical and vocational education and training (TVET) institutions are limited in recognising these changing perspectives. The aim of the this scoping study is to transform current design theory and contexts into practical applications for enrolled VCD students. Using exploratory case study methodology, this research evaluates and compares traditional learning practice with practice-based, collaborative and interdisciplinary approaches. Insights from three projects are discussed. The findings suggest that when educators factor conflated learning outcomes into design curriculum, this “inside out” approach may result in students becoming more engaged with their learning when in transition to industry.