Session Organizer: Suguru Ishizaki, Carnegie Mellon University
Writing for Visual Thinkers: An eBook Project
Andrea Marks, Oregon State University
Exploring the affective nature of
electronic learning environments
Beth E. Koch, University of Minnesota, Duluth
Documenting the Graphic Design Learning Abroad Experience: From Journals and Photos to YouTube and Blogs
Steven McCarthy, University of Minnesota, Twin Cities
Stacie Rohrbach, Carnegie Mellon University
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Through this panel, I wish to engage the panelists and the audience in an examination of the role dynamic media in design pedagogy, to discuss its advantages and disadvantages and potential for the future.
A wide range of digital technologies are used in teaching both the sciences (e.g., Physics, Biology) and the humanities (e.g., History, Literature). For example, Chemistry students can conduct an experiment that is impossible to do in a school laboratory using an interactive Chemistry lab. Students studying literature in the 17th century can use an interactive virtual world to simulate what it was like travel around that time. Technologies are also used for peer-to-peer evaluations, as well as to support asynchronous and distance learning.
What’s happening in design education? Instructors in visual and interaction design have also been experimenting with the use of digital technology. To mention a few—a number of online design schools have started in the past decade. Various CDROMs and online tutorials have been created to supplement classroom instructions or for self-learning purposes. A wide range of historical and current design examples have been increasingly accessible through the Internet. However, there has been no systematic effort to understand the advantages and disadvantages of using dynamic media in the teaching and learning of visual and interactive design. The goal of this panel is to start a conversation on dynamic media in design pedagogy within the community of design educators, and identify potential research areas that need to be addressed in the future.
Topics for the panelists may include, but are not limited to: distance/asynchronous design education, creative use of technologies in design education, and online design tutors.
