About this paper

Appears in:
Pages: 6574-6583
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

PROMOTING ACTIVE LEARNING THROUGH THE USE OF CASE STUDIES: EXPERIMENTS IN ACTIVE TEACHING IN GRAPHIC DESIGN COURSES

M. Medhat, H. Aldin

Emirates College of Technology (UNITED ARAB EMIRATES)
Nowadays, it becomes a must reconsider what students really need to learn and the environment in which they learn in because of the new methods in teaching and learning have become more and more technical, the new Net Generation students and the digital environment with its new online culture such as “instant”, “virtual”, or “multi-media”. There are so many rules and various methods students should learn to achieve successful outcomes. This phenomenon made many educators confused about academic goals, the educators in graphic design fields have been faced with lack of interaction between practical and theoretical disciplines for successful academic achievement. This all create new challenges in graphic design education and make educators think of how we should structure design education in a digital environment.

Active learning has received huge attention over the past several years. Often presented or perceived as a radical change from traditional instruction, Active learning has attracted strong advocates among faculty looking for alternatives to traditional teaching methods. Active learning can be defined as “any instructional method that engages students in the learning process” (Prince, 2004). Develop students’ intrinsic interest in the subject matter, emphasize learning as opposed to recall, promote group work, and help students become self-directed learners. As the mostly required in graphic design education, students achieve multiple creative abilities and to be aware of important factors in professionalism relating to digital technologies.
The purpose of this study is to examine the effectiveness of using active learning model in teaching graphic design in higher education. As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This paper, defines active learning, discusses its value, offers suggestions for implementing it, and provides case studies examples of active learning in graphic design courses.

The paper conceder Case studies in teaching are a good direction and strategy for educators. It offers an accessible yet challenging student based teaching method. Case studies can be used to bring new insights to problems through discussion, role play and analysis.

Thus, this paper brings up questions about how we should structure design education by applying a case study in some practical courses, and how we define boundaries between pedagogical and active models.
@InProceedings{MEDHAT2015PRO,
author = {Medhat, M. and Aldin, H.},
title = {PROMOTING ACTIVE LEARNING THROUGH THE USE OF CASE STUDIES: EXPERIMENTS IN ACTIVE TEACHING IN GRAPHIC DESIGN COURSES},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {6574-6583}}
TY - CONF
AU - M. Medhat AU - H. Aldin
TI - PROMOTING ACTIVE LEARNING THROUGH THE USE OF CASE STUDIES: EXPERIMENTS IN ACTIVE TEACHING IN GRAPHIC DESIGN COURSES
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 6574
EP - 6583
ER -
M. Medhat, H. Aldin (2015) PROMOTING ACTIVE LEARNING THROUGH THE USE OF CASE STUDIES: EXPERIMENTS IN ACTIVE TEACHING IN GRAPHIC DESIGN COURSES, INTED2015 Proceedings, pp. 6574-6583.
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