The graphic design project: employing structured and critical reflection to guide student learning

Abstract

AbstractThis study investigated a structured and critical approach to reflective practice, and how this can support graphic design students in a project-based learning environment to learn from their projects. Graphic design education has traditionally adopted a project-based learning approach where students are introduced to the principles of design through a series of projects. While there are many advantages to project-based learning, research suggests that in this environment, learning can become overly bound to the project with the risk that students have difficulty identifying and articulating what they have learned. Reflection offers a means to support students to connect their learning through a more deliberate engagement with the design process and the learning opportunities this presents. A learning intervention in the form of a structured and critical approach to reflective practice was designed, framed by theories of reflective practice and cognitive psychology. The aim was to prompt students ...