|Published Online: October 7, 2015||$US5.00|
This paper describes a prototype blended learning space developed for teaching professional design practice to 3rd year visual communication students at university. A cohesive visual identity and communication system was devised anew and aligned with existing eLearning frameworks, and over a 14-week period this was used to deliver the course. This included enhanced lecture podcasts, lecture notes, external website, teaching blog, face-to-face workshops and mixed assessments. Underpinned by the idea of creating a ‘magnetic learning space’, the impetus of learning design was to connect students, enable interaction, dialogue, and sharing of knowledge in a design-specific context. This particular approach to curriculum design and delivery will be detailed and critiqued, describing methods, tools, and issues, prior to reflecting on its effect on student attitudes, learning outcomes, and level of engagement. Importantly, this paper illuminates the strengths, weaknesses and potential of an approach that foregrounds visual communication as a methodology and artefact of learning design.
|Keywords:||Design Pedagogies, Educational Designs, Blended Learning|
Lecturer, Ph.D Candidate, School of Humanities and Communication Arts, University of Western Sydney, Penrith, NSW, Australia