Building a Theory of Online Studio Pedagogy in Graphic Design Education

THE TRANSIENT SPACES OF STUDIO LEARNING:

LISA HAMMERSHAIMB DOCTORAL CANDIDACY PRESENTATIONATHABASCA UNIVERSITYAPRIL 21, 2017

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Defining graphic designDefining studio pedagogyShifting scope of studio learning

PurposePopulationMethodologyMethodsAnalysis SchemeTrustworthinessLimitations + ScopeOutcomes

I. SETTING THE STAGE

II. SHOWCASING THE RESEARCH

AGENDA

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“...an activity that organizes visual communication in society. It is concerned with the efficiency of communication, the technology used for implementation, and the social impact it effects—in other words, its social responsibility.”

JORGE FRASCARA

GRAPHIC DESIGN

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STUDIOPEDAGOGY

PLACE

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+ CONSTRUCTIVIST+ ASSESSED BY CRITIQUE+ PROJECT-BASED

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+ AS WORK IN VARIOUS STATES OF COMPLETION IS PINNED UP, TABLES, WALLS, FLOORS, AND EVEN HALLWAYS, ARE THOUGHT TO BE VITAL NON-HUMAN PEDAGOGICAL AGENTS IN THE STUDIO.

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(NOTTINGHAM, 2015)

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“Because graphic design has shifted from a simple system where it was possible to know and control all variables of the process to a diverse ecosystem where design is co-constructed by both the designer and the audience, it is no longer enough to teach current graphic design students in the traditional print-centric manner.”

MEREDITH DAVIS

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TEACHING FOR THE DESIGN OF DISTRIBUTED INTELLIGENCE

(NEW) AIM OF STUDIO PEDAGOGY

PARTICIPATORY TOOLS

MANY-TO-MANY INTERACTIONS

DECENTRALIZED STUDIO STRUCTURE

(PEKTAS, 2015)

“IF YOU HAVE A LAPTOP, IF YOU HAVE AN INTERNET CONNECTION....YOU HAVE A DESIGN STUDIO.”

–SUKI MADUNDIKWA

“IN TEACHING GRAPHIC DESIGN, IT SEEMS DOUBTFUL THAT THE PERSONAL CONTACT CAN BE REPLACED WITH ELECTRONICALLY-MEDIATED CONTACT.” –RICHARD HUNT

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THIS PURPOSE OF THIS STUDY IS: TO REVEAL A THEORY ABOUT ONLINE

STUDIO PEDAGOGY IN GRAPHIC DESIGN EDUCATION TO AID FUTURE DESIGN EDUCATORS IN DECISION-

MAKING ABOUT POTENTIAL COURSE DELIVERY OPTIONS.

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HOW ARE GRAPHIC DESIGN EDUCATORS

WHO WORK IN BRICK AND MORTAR

INSTITUTIONS USING THE INTERNET TO

AUGMENT, EXPAND, AND EXTEND STUDIO

PEDAGOGY FOR LEARNERS?

What pedagogical impact do educators perceive come from extending studio pedagogy via the internet?

How does augmenting the studio via the internet alter the educator experience of studio pedagogy?

What influence does professional graphic design work experience have on the ways educators use the internet to extend studio pedagogy?

How are institutions supporting efforts to use the internet to augment, expand, and extend studio pedagogy?

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Educators who have taught in the past but are not currently teaching or scheduled to teach in the upcoming academic year.

Educators who are working in programs that are delivered fully online, thus are using the internet to fully enact studio pedagogy.

Instructional designers, administra-tors, or course designers who may have experience in creating courses that extend studio spaces via the internet but have not actively engaged with learners in a teaching relationship.

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Educators who are affiliated with colleges or universities that deliver content primarily within the context of brick and mortar campuses.

1INCLUSION EXCLUSION

Educators who are actively extending, augmenting, and expanding their studio learning spaces using the internet in graphic design programs.

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RESEARCHPARTICIPANTS

DIVERSE INSTITUTIONS

INTERNATIONAL PARTICIPATION

HYBRID DELIVERY

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QUALITATIVE

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PHENOMENON

PARTICIPANTS

RESEARCHER

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QUALITATIVE

GROUNDEDTHEORY

GROUNDED THEORY ALLOWS A THEORY OF BEHAVIOR OR PRACTICE TO EMERGE OUT OF THE SPECIFIC CONTEXT FROM WHICH IT HAD BEEN DEVELOPED AND LITERALLY GROUNDED IN AND GROWN OUT OF THE DATA AND CONTEXT ITSELF.

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SET OF WELL-DEVELOPED CATEGORIES THAT ARE SYSTEMATICALLY INTERRELATED THROUGH STATEMENTS OF RELATIONSHIP TO FORM A THEORETICAL FRAMEWORK THAT EXPLAINS SOME PHENOMENON. (CORBIN AND STRAUSS, 2008, P. 55).

THEORY

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GROUNDED THEORY

CLASSICAL

STRAUSSIAN

CONSTRUCTIVIST

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QUALITATIVE

CONSTRUCTIVIST

GROUNDEDTHEORY

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RESEARCH METHODS

FOCUS GROUPS

INTERVIEWS

MEMOS

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ANALYZE DATAGATHER DATA

SYNTHESIZE DATA

COMPARE DATA

GENERATE THEORY

CODE DATA

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TRANSCRIBE INTERVIEWS

INITIAL CODINGName each word, line, or segment of data while remaining close to the literal data.

CONSTANT COMPARISONCompare data + interactions to gauge overall impact of behaviors + ideas.FOCUSED CODING

Use most significant/frequent initial codes to sort, synthesize, integrate, and organize large amounts of data.

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b research process

b researcher’s own position in relation to phenomenon

b relationship between researcher + participants

(LINCOLN & GUBA, 2005) (COONEY, 2011)

(BROWN ET AL, 2002)

CREDIBILITY

b prolonged engagement

b persistent observation

b triangulation

b peer debriefing

b member checking

BE ENGAGED.Memos create a cohesive audit trail of the research process to confirm emergent theory outlining the following:

b categories

b connections

b relationships

DEPENDABILITY/CONFIRMABILITYBE TRANSPARENT.

TRANSFERABILITYBE DESCRIPTIVE.

B PARTICIPANTS ARE COMPLETELY SUBMERGED WITHIN THE RESEARCH SITUATION

B GRAPHIC DESIGN STUDIO PEDAGOGY MAY NOT TRANSLATE TO OTHER ARTS DISCIPLINES

B ONLY EDUCATOR EXPERIENCE

LIMITATIONS

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AT THE COMPLETION OF THIS STUDY,

MY ANTICIPATED OUTCOMES ARE:

Provide insight into the intricacies encountered when traditional face-to-face graphic design studio spaces are extended.

Inspire graphic design educators to expand their concept of studio pedagogy.

Inform graphic design educators of ways to augment studio teaching methodologies to include non-traditional, internet-based delivery formats.

Reveal a theory to aid future design educators in decision making about potential program delivery options.

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THANK YOU

REFERENCESCharmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative research.

London, United Kingdom: Sage.

Madundikwa, S. (2016). “Welcome to the Frontier.” Montana State University, Frontier Design Education Conference. Bozeman, MT. 7 Oct. 2016.

Hunt, R. (2015). Facing change: online teaching in a design context. Transformation: the changing nature of design education in the 21st century, 2015 RGD Design Educators Conference Proceedings, p. 25–33. Retrieved from https://www.rgd.ca/2016/12/06/2015-design-educators-conference-proceedings.php

Josef Albers’ Drawing Class, Black Mountain College - Image 1 [Online image]. Retrieved December 30, 2016 from http://digital.ncdcr.gov/cdm/ref/collection/p249901coll44/id/1259

Davis, M. (2008). Toto, I’ve got a feeling we’re not in Kansas anymore… Interactions, 15(5). 28-34. DOI: 10.1145/1390085.1390091

Pektas, S. (2015). The virtual design studio on the cloud: a blended and distributed approach for technology-mediated design education. Architectural Science Review. 58(3), 255-265.

Glaser, B., & Strauss, A. (1967) The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine de Gruyter.

Nottingham, A. (2014). Reshaping design education: teaching graphic design online and onsite (Unpublished Masters thesis). Melbourne, AU: Melbourne Graduate School of Education.

Frascara, J. (2007). Hiding lack of knowledge: Bad words in design education. Design Issues, 23(4), 62–68.

Josef Albers’ Drawing Class, Black Mountain College - Image 2 [Online image]. Retrieved April 10, 2017 from http://digital.ncdcr.gov/cdm/singleitem/collection/p249901coll44/id/1260/rec/11