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dc.contributor.authorSinfield, D
dc.date.accessioned2013-03-17T20:33:09Z
dc.date.available2013-03-17T20:33:09Z
dc.date.copyright2013-03-07
dc.date.issued2013-03-18
dc.identifier.citationDesign Principles and Practices held at Chiba University, Chiba, Japan, 2013-03-06 to 2013-03-08, published in: Seventh International Conference on Design Principles and Practices
dc.identifier.urihttp://hdl.handle.net/10292/5226
dc.description.abstractGraphic design continues to be a growing area within education and mainstream industry, especially in emerging economies of third word countries. The trends within these countries, both at the education and industry levels, are somewhat lacking from a creative thinking and doing viewpoint, but prosper from the use of new technology investment. For instance, New Zealand has the creative teaching ability and excellent industry knowledge, but they suffer from the technologies that other countries have to offer to their students. This project involves graphic design staff working as a team to introduce new technologies into learning and teaching approaches, with associated curriculum development. These technologies will focus on the use of digitizer monitors and other hardware and software for both in-class instruction, and the preparation of reusable resources (e.g "mini-lectures" on topics relating to their course). This will enable teaching material to be available to students for independent learning in online and downloadable formats and will enable teaching staff to concentrate on developing concepts, while allowing students to develop as independent, engaged learners. This project is seen as the development of the graphic design discipline / curriculum, and the development of teaching and learning approaches. It seeks to engage staff in the use of these technologies to build both discipline and teaching and learning expertise. A key aspect of the project will be adoption of new approaches involving staff in an active, team-based exploration of new approaches. It is expected that long-term changes will be more successfully embedded than through individual development approaches. Long-term resources will be developed that will be made available across disciplines, as appropriate.
dc.publisherCommon Ground
dc.relation.isreplacedby10292/5341
dc.relation.isreplacedbyhttp://hdl.handle.net/10292/5341
dc.relation.urihttp://g13.cgpublisher.com/proposals/135/index_html
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).
dc.subjectGraphic design
dc.subjectNew technologies
dc.subjectDigitizer monitors
dc.subjectBlended learning
dc.subjectePortfolios
dc.subjectDigital publishing
dc.subjectEnhanced learning and teaching
dc.titleThinking and doing: enhancing the learning and teaching of graphic design through the use of digital technologies
dc.typeConference Contribution
dc.rights.accessrightsOpenAccess
aut.conference.typeOral Presentation - Paper Presentation
pubs.elements-id140920


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