This paper explores ways of reconceptualizing learning environments beyond static classrooms to virtualize the graphic design studio. The driver for this is a desire to enable student-centred constructivist pedagogies that can be described as Dewey for the digital age. Outlined in this paper is an ecology of resources designed to stimulate rhizomatic learning environments that are focused upon networking small groups of guided student teams rather than a centralized teacher-centred environment. While ideologically driven, this re-conception also provides a flexible and scalable approach to utilizing limited physical teaching and learning space. The goal is not to fully replace the traditional studio or classroom environment, but to enhance it and provide a variety of rich spaces for the teacher to design learning activities and guide student enquiry that are unique to a specific context and the rapidly changing world into which our graduates will enter.
Graphic Design, Augmented Reality, BYOD, Mobile Technology, Student Centred Education
Paper Presentation in a Themed Session
-, -, Auckland University of Technology, New Zealand
Auckland, New Zealand
I teach graphic design on the second and third year of the bachelor in graphic design degree programme and also teach on the Honours and MA programmes. I am a senior lectuer and programme leader for the bachelor in graphic design degree. My research interests are in capturing workers narratives and portraying these as visual texts in the form of large serigraphic prints using the methodology of narrative inquiry.
I am also interested in spatiotemporal environments where I have taken the audio recordings of worker’s stories and imagery and fused with typographical treatments to produce a series of short films.