- Choose one trend technology and pedagogy and design a learning activity based on this.
- Describe or demonstrate the learning activity to the class via your blog.
- Make sure that you indicate how the technology used in the activity is likely to encourage flexible learning.
Various trends in are found in the current education landscape to help offer more flexibility learning opportunities. This activity explored online learning resources and learning portfolios blogs with relevance to design education.
ONLINE LEARNING RESOURCES
Online learning resources, such as Lynda and those presented in Youtube videos are helpful tools for students to learn software and technical skills such as design drawing techniques, model making and 3D Computer Aided Design.
Online tutorials offer flexile learning as students are able to learn in their own time and be directed to carry out the task away from a classroom setting. The linear learning activity offered by online resources are especially useful for undergraduate students who struggle to plan an effective use of self-directed learning time. Further, online tutorials are useful to be introduced to class of students with a range of skills in areas such as software. Students are able to catch up on their own time while contact time can be used activities that require face to face teaching time.
LEARNING PORTFOLIOS BLOGS
A useful diagram by Zubizaretta of main objectives for learning portfolio was introduced in Hegarty’s online presentation of Learning Portfolio.
Adding the questions for each of the three objectives make this a useful resource for teaching.
Online blog is a growing area for design students and graduates to present design processes and outcomes. Students and graduates are using blogs to document and present their design process as a part of self-promotion to seek employment or gain contract jobs or to sell their ideas.
Post Graduate Level
The best scenario is when students are able to build an effective blog and initiate conversations with a wider international community of practioners in the similar field. An example of this can be seen in the blog “ I think I design” by Stefanie Di Russo, a PhD Candidate from Swinburne University. http://ithinkidesign.wordpress.com/
The author uses this blog to present her study findings, reflections and personal views. The blog is used to documents various phases of her study as well as external workshops that she has attended. The purposes of the workshops are explained along with a reflection of the relevance of the workshops to her area of study. External comments from her peers are published which encourages collaboration or mentoring aspects of the learning portfolio objective.
At an undergraduate level, it is ideal for lecturers to introduce blog practice as a part course project and are most effective when students buy into the blogs and are able to make them their own.
Stephen Reay and his team at Industrial Design at AUT encourage blog practice for all year groups. Some students seem to become very engaged in developing a well presented blog which address reflection, documentation and self-promotion. On the other hand some students are using the blog only to discuss personal reflection, which may have been prompted as a part of the course from the lecturers.
Flexible Learning and Learning Portfolio Blog
Learning Portfolio Blog offers flexible learning as the students are able to up-load their projects in their own time. Making the blog public will also allow flexibility to ask feedback from various mentors including, lecturers, peers, project client, expert panel and the public. This blog will potentially be helpful for blended learning during the face to face learning time as lecturers will be able to assess the students’ progress on the blog prior to face to face supervision and give considered feedback to students. At the same time, it is difficult in a given supervision time for students to present all of their work to date. Using the blog effectively may help lecturers be more informed about students’ progress.
In her presentation Conole explains that e-learning are useful for both learning skills as well as learning for life. Students are able to learn skills in communication, difital literacy and collaboration while for life, this may improve employability and prepares students to be adaptable. In the same way, the blog will help students consider course specific contens as well as prepare them for graduation and seeking employment.
LEARNING ACTIVITY: DESIGN PROCESS BLOG
Develop a design blog for Year 3 Product Design Course to showcase your design process throughout one specific project. Consider your audience and purpose of this blog. Design and communicate the blog accordingly.
- Develop a rich design process portfolio that would help progress your project while it could be used as a part of your larger graduation portfolio.
- Improve skill in design communication to a wider audience
- Enhance photography skill for both process work and complete work to present in the blog
- Improve the use of both visual and written design language.
Document your design process and summarise your progress at least once a week.
The blog should help be self-reflective, document your progress thoroughly and communicate with your mentor team as well as your project stakeholders. See the diagram below.
- Conole, G. (2013). http://play.op.ac.nz/video/09-October-2013-Polytech-Keynote—2/ee39bf8a34a068cf717cca8068cbb841 Navigating Digital landscapes]. Otago Polytechnic.
- Hegarty, B. ePortfolios – getting to the nuts and bolts. Presentation prepared for Flexibile Learning Course