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    The relationship between software skills and subject specific knowledge, theory and practice.

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    Authors
    Marshall, Lindsey
    Austin, Marc
    Issue Date
    2004
    
    Metadata
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    Abstract
    Previous research (Marshall & Austin, 2003) suggests that there is a need for theory to be integrated with practice in design subjects. There is current concern that the acquisition of software skills is taking priority over subject specific knowledge and skills. This is seen as a source of some tension between design education and industry, as many employers require graduates to have knowledge of software prior to employment. Integrating these skills into the curriculum alongside developing creativity and theoretical/contextual understanding is proving difficult for education. Although technology plays an integral role in the production of designed artefacts, it is an adjunct to the core content of courses which is an understanding of the knowledge and skills associated with design, their application to creative problem solving and contextual/ theoretical understanding of issues related to design and a broader field. There is national and international debate around this issue. Justice (1999) expresses concern about space in the curriculum, stating: ‘Before computers, faculty may have had a full semester to teach a beginning typography course. Now, they have a full semester to teach typography and the several software packages the students will use to complete the typography projects.’ (Justice, 1999, p.54)
    Citation
    CELT Learning and Teaching Projects 2003/04
    Publisher
    University of Wolverhampton
    URI
    http://hdl.handle.net/2436/3710
    Additional Links
    http://www.wlv.ac.uk/celt
    Type
    Chapter in book
    Language
    en
    Description
    Report of a CELT project on supporting students through innovation and research
    ISBN
    0954211642
    Collections
    Faculty of Arts

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