Introducing reflective strategies informed by problem-based learning to enhance cognitive participation and knowledge transference in graphic design education

This paper will outline and review a curriculum approach under development in the Graphic Design undergraduate program at the University of Wollongong. The curriculum approach in the past has drawn on a blending of studio-based and project-based learning, common approaches in many graphic design tertiary programs (Davies & Reid 2000). Our concern with these approaches is the emphasis on project outcomes, marginalising the design process and the important learning opportunities it presents. A potential solution the authors have explored is a greater formalised engagement with reflection (Boud, Keogh & Walker 1985; Schön 1987) informed by problem-based learning (Koschmann, Myers, Feltovich & Barrows 1994). A reflective learning framework has been introduced that encourages the student to stand back from the outcomes of the design project itself, facilitating enhanced engagement with design concepts and processes. The authors describe an approach that is designed to encourage greater cognitive participation and establish a platform for enhanced knowledge transference for the graphic design student.