Developing Expertise: Benefits of Generalising Learning from the Graphic Design Project.
The ability to transfer knowledge between design projects has been linked to developing expertise and, as such, is an important skill for designers. However, externalising and analysing the knowledge from the design project in ways that support transfer can be a challenge. This article explores how...
| Publicado en: | International Journal of Art & Design Education Vol. 39; no. 2; pp. 461 - 476 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
May2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=143133052&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 143133052 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: May2020 vid: 39 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 143133052 10.1111/jade.12260 ppf: 461 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 403KB tig: atl: Developing Expertise: Benefits of Generalising Learning from the Graphic Design Project. aug: au: Ellmers, Grant Foley, Marius su: Learning Knowledge transfer Reflective learning Graphic design Cognitive psychology Graphic design students Graphic design education sug: subj: Learning Knowledge transfer Reflective learning Graphic design Cognitive psychology Graphic design students Graphic design education keyword: design expertise design process knowledge transfer novice designer reflective practice ab: The ability to transfer knowledge between design projects has been linked to developing expertise and, as such, is an important skill for designers. However, externalising and analysing the knowledge from the design project in ways that support transfer can be a challenge. This article explores how reflective practice can foster the conditions for knowledge transfer and links these outcomes with design expertise characteristics. A structured and critical approach to reflection was introduced alongside a graphic design project with the aim to foster the conditions for transfer to other projects. A case study strategy of inquiry was employed, drawing on a qualitative research approach, and framed by theories of reflective practice and cognitive psychology. The research demonstrates that graphic design students readily reach an ability to describe, analyse and make judgements from their design experience. However, the types of reflection that supports knowledge transfer from one design experience to another – generalisation and abstraction – are not as apparent. This outcome aligns with the behaviours associated with the expertise characteristics of a novice designer. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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