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Engaging Design Projects: A PBL Framework for the New Normal Communication Design Education



Communication Design has witnessed novel approaches and methods of teaching learning in context of the new normal needs. Project Based Learning (PBL) courses in Graphic Design have seen novel hybridization formats to explore with other design disciplines. In the new normal times, graphic design (communication design students) at NID Ahmedabad could undertake ‘Engaging Design Projects’ based on Blended teaching–learning methods, such as: Individual/ Skill-Based Rotation Blended Learning, Flex Blended Learning, Flipped/ Remote Blended Classes and Supplemental Learning Activities as part of the instructions-cum-exchange format for two ‘Design Projects’ modules conducted by the researcher for her M.Des students of Graphic Design at NID Ahmedabad (2020). Each student took forward his/her core strength areas among design domains in graphic design, such as: Storytelling, Illustration, Indigenous Letter Design/ Indic Typography, Digital Content Curation and Design, e-book-making, Strategic Systems Design, Navigation and Image Building, Branding Local Spaces/ Ventures, etc. The project outcomes showcase a process-to-solution journey presented and reviewed in three project reviews organized and final documentations submitted for each of these Design Projects. The present paper proposes a PBL framework applied that is constructed of 4- Pillars: Pitch, Process, Product and Performance. Each pillar includes blended teaching–learning methods, core strength areas and the respective learning outcomes; and the assessment approaches developed in conducting these Engaging Design Projects. This PBL framework envisions future opportunities of Blended Learning for Engaging Inter-disciplinary design projects for developing project-based learning cum instructional design pedagogy for communication design education.
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Chickering and Gamson's notable summary of the best practices of undergraduate teaching include promoting active learning, cooperation, and student-faculty contact. The present study hypothesized that online delivery of lecture prior to course meetings allows more in-class time to achieve these goals. Students in a control group received a traditional, oral, lecture-style class with supplementing PowerPoint presentation, whereas students in a treatment group received online presentation of the same lecture script and PowerPoint presentation prior to coming to class; the treatment group's in-class time was devoted to group activities and discussion of material. Learning and retention were assessed by student performance on a series of multiple-choice tests and quizzes given throughout the semester. Results indicate that students in the treatment condition scored significantly higher on most measures than did students in the control condition. Through strong control of experimental conditions, this study departs from many previous investigations of the benefits of online delivery as an adjunct to seated class time in an introductory social science course, highlighting its advantages such as freeing class time for those activities and strategies deemed to be best practices. The implications of these results and limitations to the study are discussed.
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The rapid growth in the use of learning technologies, particularly the use of the web based technologies and communications have offered educators with many more opportunities to investigate the most suitable learning environments for their students' learning styles. The purpose of the present study was to examine the students' learning styles and their views on blended learning. The study was conducted with thirty-four students at Hacettepe University, Ankara, Turkey. The two instruments were the questionnaire designed to identify students' views on blended learning and Kolb's Learning Style Inventory (LSI) to measure students' learning styles. Additional data were gathered from achievement scores of students; and records demonstrate students' participation to e - learning environment. Results revealed that students' views on blended learning process, such as ease of use of the web environment, evaluation, face to face environment etc., differ according to their learning styles. Results also revealed that the highest mean score corresponds to face to face aspect of the process when students' evaluation concerning the implementation is taken to consideration. The overall findings showed no significant differences between students' achievement level according to their learning styles.
This book presents a clearly and soundly argued case for the integration of educational technology into university teaching where the primary focus is to enhance student learning. Different teaching media, including audio-visual, hypermedia, interactive, adaptive and discursive media are discussed in the light of research into student learning. Practical guidelines for designing educational technology are provided.
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