Crafting of design elements and principles has traditionally been the purpose of visual communication design (VCD) education. Rapid advances in technology, changing societal and cultural views, and design practice being recognized as something less tangible are affecting pedagogical processes for educators. Current learning outcomes within New Zealand technical and vocational education and training (TVET) institutions are limited in recognising these changing perspectives. The aim of the this scoping study is to transform current design theory and contexts into practical applications for enrolled VCD students. Using exploratory case study methodology, this research evaluates and compares traditional learning practice with practice-based, collaborative and interdisciplinary approaches. Insights from three projects are discussed. The findings suggest that when educators factor conflated learning outcomes into design curriculum, this “inside out” approach may result in students becoming more engaged with their learning when in transition to industry. © Common Ground Research Networks, Brenda Saris, All Rights Reserved.
Author Keywords
Index Keywords
