By design: engaging Graphic Communication students in curriculum developmentMoys, J.-L., Collier, J. and Joyce, D. (2018) By design: engaging Graphic Communication students in curriculum development. The Journal of Educational Innovation, Partnership and Change, 4 (1). ISSN 2055-4990
It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing. To link to this item DOI: 10.21100/jeipc.v4i1.752 Abstract/SummaryGraphic Communication students face the challenge of acquiring a range of technical skills in addition to their creative, historical, professional and theoretical learning within a design degree. The range of software they are required to learn, in order to design across multiple genres and platforms in today’s rapidly-evolving media industry, is also increasing. Design students are often reported to be inclined to focus on developing their technical skills rather than the “critical thinking and reflective learning” skills that their tutors focus on (Park and Kastanis, 2009, p. 12). Similarly, within our BA Graphic Communication programme based in the Department of Typography & Graphic Communication at the University of Reading, student feedback highlights that students would like more support for developing their technical learning. We have been working with our students to respond to this issue in various ways. One of our initiatives has been to introduce a new optional module that supports first-year students’ technical learning. The case study presented in this video submission highlights how Graphic Communication students from different year groups worked with staff to develop the new module.
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