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
David is a senior lecturer and programme director at Auckland University of Technology, New Zealand. He has created a new undergraduate programme that captured the aspects of Communication Design, Moving Image and new technologies, such as mobile devices, AR and VR integrated within the undergraduate programme. In 2016 he was awarded the Vice Chancellors's teaching excellence award at AUT. He has also worked in the field of Communication Design (speciallising in typigraphic design and moving image) for over thirty years both nationally and internationally. His research interests are in capturing workers narratives and portraying these as visual texts in the form of short poem films and large serigraphic prints.