Abstract

The purpose of this study is to seek an interactive pedagogical model in teaching graphic design in higher education. Malcolm Shepherd Knowles, an American adult educator, adopted the theory of ‘Andragogy’ which focused on self-directed learning theories. This author applied the ‘Andragogical Model’ to upper division design studios and addresses effective instructions and tips through case studies. In terms of the digital academic environment favored by Generation Y, educators in graphic design fields have been faced with difficulties balancing practical and theoretical disciplines for successful academic achievement. The challenge for educators caused by the digital culture is convincing students that professional jobs mostly require students to achieve multiple creative abilities. This phenomenon demonstrates the problems of giving students precise direction for academic achievement. Thus, this paper brings up questions about how we should structure design education in a digital environment, and how we define boundaries between pedagogical and andragogical models.

Keywords:

Design Education, Pedagogy, Andragogy

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Jul 7th, 12:00 AM

A Case Study of an Andragogical Model in Design Education: Experiments in InteractiveTeaching and Learning in Graphic Design Pedagogy

The purpose of this study is to seek an interactive pedagogical model in teaching graphic design in higher education. Malcolm Shepherd Knowles, an American adult educator, adopted the theory of ‘Andragogy’ which focused on self-directed learning theories. This author applied the ‘Andragogical Model’ to upper division design studios and addresses effective instructions and tips through case studies. In terms of the digital academic environment favored by Generation Y, educators in graphic design fields have been faced with difficulties balancing practical and theoretical disciplines for successful academic achievement. The challenge for educators caused by the digital culture is convincing students that professional jobs mostly require students to achieve multiple creative abilities. This phenomenon demonstrates the problems of giving students precise direction for academic achievement. Thus, this paper brings up questions about how we should structure design education in a digital environment, and how we define boundaries between pedagogical and andragogical models.

 

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