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Connecting student design practice to design research through a critical reflection framework

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dc.contributor.authorBlaiklock, D.A.
dc.date.issued2010
dc.description.abstractAt the University of South Australia it been observed in recent years that students undertaking the Graduate Diploma in Visual Art and Design (Specialisation) program, within the Master of Visual Art and Design (Specialisation) have experienced difficultly understanding and articulating the relationship between design practice, design processes and design research. Subsequently, some students have become unmotivated and disengage from their learning when confronted by the formal research component of the program. This research component requires students to develop their own research focus relating to Visual Communication Design. Success and evidence of critical reflection in design practice is limited in undergraduate education and rarely occurs within professional practice. This paper explores a critical reflection teaching and learning framework that is embedded into specific design projects in order to clearly connect student design practice to design research. Critical reflection in relation to Visual Communication Design is discussed and a pilot research project is outlined in which to develop, test and enhance the understanding of critical reflection amongst Visual Communication Design postgraduate students though professional practice. There are two key aims for this research project. The first is to test and measure the impact a critical reflection teaching and learning framework will have on student learning, in relation to academic research expectations. The second aim is to enable students, through design practice, to recognise the benefits that theory and research methodologies can have on their professional design careers. It is expected that conclusions drawn from the research project discussed, will show that a structured and applied critical reflection teaching and learning framework, can enhance the effectiveness of design research education. It is the intention that this teaching approach will inform the development of habitual research skills leading to research outcomes through design practice for students, practitioners and related industries.
dc.identifier.urihttps://hdl.handle.net/1959.8/118034
dc.language.isoen
dc.publisherUniversity of South Australia
dc.relation.ispartofseriesOccasional Papers on Learning and Teaching at UniSA, 2010, paper 1
dc.rightsCopyright 2010 David Blaiklock
dc.titleConnecting student design practice to design research through a critical reflection framework
dc.typeWorking paper
pubs.publication-statusPublished
ror.fileinfo12143272070001831 13143299900001831 9915910530301831_53108842730001831.pdf
ror.mmsid9915910530301831

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