Author ORCID Identifier
Jesvin Puay-Hwa Yeo: https://orcid.org/0000-0002-5370-0823
Abstract
The paper seeks to discuss how visual communication design education could be improved by incorporating transdisciplinary learning within design curriculum and providing lifelong training to professional designers and design educators. A review of literature indicates that design education needs to be adapted to allow future designers to solve the gradually complex design problems and work in non-design industries. In fact, design education needs to extend design knowledge to non-design disciplines to enable more people to generate innovation to work-related problems. On this basis, it is recommended that design education should offer graphic designers the opportunity to master skills and knowledge of other disciplines, such as marketing and technology. New design courses should be formulated to meet the unique requirements of teaching applied design in a wider context and for broader audiences. Further research is needed to identify other factors that could strengthen the integration of design skills with non-design knowledge.
Keywords
Visual communication design, transdisciplinary learning, lifelong training, design education
DOI
https://doi.org/10.21606/drs.2020.143
Citation
Yeo, J., and Teo, C. (2020) Exploring transdisciplinary learning and lifelong training in visual communication design education, in Boess, S., Cheung, M. and Cain, R. (eds.), Synergy - DRS International Conference 2020, 11-14 August, Held online. https://doi.org/10.21606/drs.2020.143
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Exploring transdisciplinary learning and lifelong training in visual communication design education
The paper seeks to discuss how visual communication design education could be improved by incorporating transdisciplinary learning within design curriculum and providing lifelong training to professional designers and design educators. A review of literature indicates that design education needs to be adapted to allow future designers to solve the gradually complex design problems and work in non-design industries. In fact, design education needs to extend design knowledge to non-design disciplines to enable more people to generate innovation to work-related problems. On this basis, it is recommended that design education should offer graphic designers the opportunity to master skills and knowledge of other disciplines, such as marketing and technology. New design courses should be formulated to meet the unique requirements of teaching applied design in a wider context and for broader audiences. Further research is needed to identify other factors that could strengthen the integration of design skills with non-design knowledge.