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The graphic design project: employing structured and critical reflection to guide student learning

Journal Article


Abstract


  • This study investigated a structured and critical approach to reflective

    practice, and how this can support graphic design students in a

    project-based learning environment to learn from their projects.

    Graphic design education has traditionally adopted a project-based

    learning approach where students are introduced to the principles of

    design through a series of projects. While there are many advantages

    to project-based learning, research suggests that in this environment,

    learning can become overly bound to the project with the risk that

    students have difficulty identifying and articulating what they have

    learned. Reflection offers a means to support students to connect

    their learning through a more deliberate engagement with the

    design process and the learning opportunities this presents. A

    learning intervention in the form of a structured and critical approach

    to reflective practice was designed, framed by theories of reflective

    practice and cognitive psychology. The aim was to prompt students

    to reflect on their project in ways that supported them to identify

    their learning and challenge their approach(es) to the project. A case

    study strategy of inquiry was employed, drawing on a mixed-method

    research approach. The findings from this study demonstrate that

    when supported by a structured and critical approach to reflective

    practice, students reflected in a critical manner and consistent with

    the principles of reflection-on-action. Whilst in this study not all

    students critically reflected, nor did students critically reflect all the

    time, it is concluded that reflective practice applied in a structured

    and critical manner can play an effective role to guide graphic design

    students to learn from their project. This article presents a detailed

    description of the research method and the structured critical

    reflective practice (SCRP) developed for the study. A summary of

    the overall findings are presented.

Publication Date


  • 2015

Citation


  • Ellmers, G. N. "The graphic design project: employing structured and critical reflection to guide student learning."^^ Communication Design 3 .1 (2015): 1-17.

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/2298

Number Of Pages


  • 16

Start Page


  • 1

End Page


  • 17

Volume


  • 3

Issue


  • 1

Abstract


  • This study investigated a structured and critical approach to reflective

    practice, and how this can support graphic design students in a

    project-based learning environment to learn from their projects.

    Graphic design education has traditionally adopted a project-based

    learning approach where students are introduced to the principles of

    design through a series of projects. While there are many advantages

    to project-based learning, research suggests that in this environment,

    learning can become overly bound to the project with the risk that

    students have difficulty identifying and articulating what they have

    learned. Reflection offers a means to support students to connect

    their learning through a more deliberate engagement with the

    design process and the learning opportunities this presents. A

    learning intervention in the form of a structured and critical approach

    to reflective practice was designed, framed by theories of reflective

    practice and cognitive psychology. The aim was to prompt students

    to reflect on their project in ways that supported them to identify

    their learning and challenge their approach(es) to the project. A case

    study strategy of inquiry was employed, drawing on a mixed-method

    research approach. The findings from this study demonstrate that

    when supported by a structured and critical approach to reflective

    practice, students reflected in a critical manner and consistent with

    the principles of reflection-on-action. Whilst in this study not all

    students critically reflected, nor did students critically reflect all the

    time, it is concluded that reflective practice applied in a structured

    and critical manner can play an effective role to guide graphic design

    students to learn from their project. This article presents a detailed

    description of the research method and the structured critical

    reflective practice (SCRP) developed for the study. A summary of

    the overall findings are presented.

Publication Date


  • 2015

Citation


  • Ellmers, G. N. "The graphic design project: employing structured and critical reflection to guide student learning."^^ Communication Design 3 .1 (2015): 1-17.

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/2298

Number Of Pages


  • 16

Start Page


  • 1

End Page


  • 17

Volume


  • 3

Issue


  • 1