Title: Learning theory through collaboration, visualisation and audience presentation

Authors: Mike McAuley; Mark Roxburgh

Addresses: Faculty of Science and Information Technology, School of Design, Communication and Information Technology, University of Newcastle, Callaghan, NSW 2308, Australia ' Faculty of Science and Information Technology, School of Design, Communication and Information Technology, University of Newcastle, Callaghan, NSW 2308, Australia

Abstract: This study reports on a series of changes involving collaboration, visualisation and audience presentation which were incrementally added to a first year visual communication design theory course taught at the University of Newcastle, NSW. It will discuss novice, first year students' experience of collaborating with peers and also look at how visual media methods were used in the construction of a theoretical argument. It responds to previous observations that many of our students were not engaging with theory at a deep intrinsic level, writing essays that were motivated by the extrinsic demands of passing a course than actual fascination with the theoretical dimensions of design. In contrast, visual communication design students thrive in studio environments where collaboration and immersion in visual methods of working are the norm. We put forward here, the argued position that student learning of design theory can be enhanced through the incorporation of working methods commonly used in creative practice.

Keywords: collaboration; creative practice methods; visual communication design; learning theory; visualisation; audience presentation; higher education; design education; design theory.

DOI: 10.1504/JDR.2015.074149

Journal of Design Research, 2015 Vol.13 No.4, pp.345 - 361

Received: 03 Sep 2014
Accepted: 11 Dec 2014
Published online: 13 Jan 2016 *

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