The relationship between software skills and subject specific knowledge, theory and practice.
| dc.contributor.author | Marshall, Lindsey | |
| dc.contributor.author | Austin, Marc | |
| dc.date.accessioned | 2006-08-03T15:33:08Z | |
| dc.date.available | 2006-08-03T15:33:08Z | |
| dc.date.issued | 2004 | |
| dc.identifier.citation | CELT Learning and Teaching Projects 2003/04 | |
| dc.identifier.isbn | 0954211642 | |
| dc.identifier.uri | http://hdl.handle.net/2436/3710 | |
| dc.description | Report of a CELT project on supporting students through innovation and research | |
| dc.description.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) | |
| dc.format.extent | 81621 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | en | |
| dc.publisher | University of Wolverhampton | |
| dc.relation.url | http://www.wlv.ac.uk/celt | |
| dc.subject | Design education | |
| dc.subject | Software skills | |
| dc.subject | Visual communications | |
| dc.subject | Undergraduate students | |
| dc.subject | Design theory | |
| dc.subject | Design practice | |
| dc.title | The relationship between software skills and subject specific knowledge, theory and practice. | |
| dc.type | Chapter in book | |
| refterms.dateFOA | 2018-08-21T11:44:06Z | |
| html.description.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) |
