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Connecting learning from the graphic design project with thinking about approaches to design practice

Journal Article


Abstract


  • This study explores how a structured approach to reflective practice can guide graphic design students to connect their learning from the project with thinking about approaches to design practice. The research employed a case-study approach with a mixed-method research strategy, framed by theories of reflective practice and cognitive psychology. The results indicate that when guided to reflect in a structured and critical manner, students can identify and analyse learning from their project and connect this learning with thinking about approaches to practice. This occurred in a manner that has parallels with the concept of high-and low-road transfer. However, not all participants achieved this, and nor did participants achieve this all the time. This evidence-based study contributes to the limited empirical research in graphic design education, and to the role reflection can play to enhance learning opportunities from the design project.

Publication Date


  • 2017

Citation


  • Ellmers, G. "Connecting learning from the graphic design project with thinking about approaches to design practice." Art, Design and Communication in Higher Education 16 .1 (2017): 69-82.

Scopus Eid


  • 2-s2.0-85018738604

Number Of Pages


  • 13

Start Page


  • 69

End Page


  • 82

Volume


  • 16

Issue


  • 1

Place Of Publication


  • United Kingdom

Abstract


  • This study explores how a structured approach to reflective practice can guide graphic design students to connect their learning from the project with thinking about approaches to design practice. The research employed a case-study approach with a mixed-method research strategy, framed by theories of reflective practice and cognitive psychology. The results indicate that when guided to reflect in a structured and critical manner, students can identify and analyse learning from their project and connect this learning with thinking about approaches to practice. This occurred in a manner that has parallels with the concept of high-and low-road transfer. However, not all participants achieved this, and nor did participants achieve this all the time. This evidence-based study contributes to the limited empirical research in graphic design education, and to the role reflection can play to enhance learning opportunities from the design project.

Publication Date


  • 2017

Citation


  • Ellmers, G. "Connecting learning from the graphic design project with thinking about approaches to design practice." Art, Design and Communication in Higher Education 16 .1 (2017): 69-82.

Scopus Eid


  • 2-s2.0-85018738604

Number Of Pages


  • 13

Start Page


  • 69

End Page


  • 82

Volume


  • 16

Issue


  • 1

Place Of Publication


  • United Kingdom