Abstract
This paper describes the methodology for an ongoing PhD study that explores how reflection supports articulation of design knowledge by the tertiary graphic design student. The study seeks to make connections between the reflective process and the articulation of knowledge inherent in the design experience, leading to the transfer of that knowledge to future problems. A case study strategy of inquiry has been employed, which draws on a mixed methods research approach, framed by cognitive psychology theory. An intervention in the form of a structured critical reflective learning framework has been developed and applied. To analyse the outcomes emerging from the learning framework, a taxonomy identifying levels of cognition evident in student reflective reports has been developed. The rationale for this methodology is discussed, along with how the approach was implemented. Preliminary findings from the case study are reported. Initial observations suggest that structured critical reflection can play an important supporting role to encourage enhanced cognitive engagement and to support articulation and knowledge transfer by the design student.
Keywords
Design pedagogy; reflection; design knowledge; cognition; knowledge transfer; research methodology
DOI
https://doi.org/10.21606/eksig2009.104
Citation
Ellmers, G., Brown, I.,and Bennett, S.(2009) Graphic design pedagogy: Employing reflection to support the articulation of knowledge and learning from the design experience, in Niedderer, K., Reilly, L., Roworth-Stokes, S., Smith, C. (eds.), EKSIG 2009: Experiential Knowledge, Method & Methodology, 19 June 2009, London, United Kingdom. https://doi.org/10.21606/eksig2009.104
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Graphic design pedagogy: Employing reflection to support the articulation of knowledge and learning from the design experience
This paper describes the methodology for an ongoing PhD study that explores how reflection supports articulation of design knowledge by the tertiary graphic design student. The study seeks to make connections between the reflective process and the articulation of knowledge inherent in the design experience, leading to the transfer of that knowledge to future problems. A case study strategy of inquiry has been employed, which draws on a mixed methods research approach, framed by cognitive psychology theory. An intervention in the form of a structured critical reflective learning framework has been developed and applied. To analyse the outcomes emerging from the learning framework, a taxonomy identifying levels of cognition evident in student reflective reports has been developed. The rationale for this methodology is discussed, along with how the approach was implemented. Preliminary findings from the case study are reported. Initial observations suggest that structured critical reflection can play an important supporting role to encourage enhanced cognitive engagement and to support articulation and knowledge transfer by the design student.