Abstract
The introduction of ICT into graphic design education has also brought in some challenges as far as the pedagogy is concerned, as it requires relearning, training and upgrading. Whereas modern practices and education is flouted with ICT, the pedagogy of graphic design education, especially in the developing economies, which is an adaptation of the Bauhaus theory, is in variance with current practices in both the profession and in its education. As part of an going stuHAGENdy, we discusses the literature of current graphic design practices as a contribution to the adaptation of Innovation Education (IE) in a specific Virtual Reality Learning Environment (VRLE) technology as way of looking at the paradigm shift due to the introduction of ICT in the developing countries. Some educational theories in the context of ICT and graphic design education are discussed. These discussions align with current ICT practices in the developing countries that call for a review of pedagogy that allows students to develop ideas digitally. It concludes with a call for an exploration of current ICT practices in graphic design education, that concern ideation and its pedagogy. We believe that if the much-touted potential of ICT to transform design education is to be realized, especially in the developing countries, then design educators will have to pay more attention to learning issues and the pedagogy.
Keywords
ideation, pedagogy, graphic design, innovation education
DOI
https://doi.org/10.21606/learnxdesign.2013.002
Citation
Appiah, E.,and Cronjé, J.(2013) ICT, ideation pedagogy and Innovation Education: setting a new paradigm in graphic design education, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.002
Creative Commons License
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Included in
ICT, ideation pedagogy and Innovation Education: setting a new paradigm in graphic design education
The introduction of ICT into graphic design education has also brought in some challenges as far as the pedagogy is concerned, as it requires relearning, training and upgrading. Whereas modern practices and education is flouted with ICT, the pedagogy of graphic design education, especially in the developing economies, which is an adaptation of the Bauhaus theory, is in variance with current practices in both the profession and in its education. As part of an going stuHAGENdy, we discusses the literature of current graphic design practices as a contribution to the adaptation of Innovation Education (IE) in a specific Virtual Reality Learning Environment (VRLE) technology as way of looking at the paradigm shift due to the introduction of ICT in the developing countries. Some educational theories in the context of ICT and graphic design education are discussed. These discussions align with current ICT practices in the developing countries that call for a review of pedagogy that allows students to develop ideas digitally. It concludes with a call for an exploration of current ICT practices in graphic design education, that concern ideation and its pedagogy. We believe that if the much-touted potential of ICT to transform design education is to be realized, especially in the developing countries, then design educators will have to pay more attention to learning issues and the pedagogy.