Abstract:

The Atelier learning environment is especially suited to the Visual Communication model as it deals with the creative processing of ideas that needs to be shared in a collaborative manner. This has proven a successful model over the years, in the traditional form of design education, but has more recently seen a shift in thinking as we move into a more digital model of learning and indeed away from the classical classroom structure (Baum, 2013).

Visual Communication design based learning such as Graphic Design, Illustration, Photography and Design process is heavily based on the traditional forms of the classroom environment, whereby student interaction takes place both at peer level and indeed teacher based feedback. In doing so this makes for a healthy creative learning environment, but does raise other issues in terms of student to teacher learning ratios and reduced contact time. Such issues arise when students are away from the classroom and cannot interact with their peers and teachers and thus we see a decline in the creative work from the student beyond the studio context.

This study focuses on the outcomes of a student design project that employed Augmented Reality and Virtual Reality technologies in order to expand the dimensions of the classroom beyond its physical limits. Augmented Reality when integrated into the learning experience can improve the learning motivation and engagement of students. Rigby and Przybylski (2009) argues that there is a connection between the use of AR and self–determination theory. This paper will outline some of the processes used and the findings from the semester long project that took place.

The Atelier learning environment is especially suited to the Visual Communication model as it deals with the creative processing of ideas that needs to be shared in a collaborative manner. This has proven to have been a successful model over the years, in traditional the form of design but has more recently seen a shift in thinking as we move into a more digital model away from the classroom (Baum, 2013).

The processes used in an undergraduate semester long paper, looking into the design structure of the brief and how the students coped with, and understood how to use a traditional design education model in a more virtual and augmented manner both inside and outside of the classroom. According to Baum (2013) social constructivism is one of the most effective contemporary teaching strategies. This aligns with the concept of ‘heutagogy’ or ‘student-determined learning’ (Hase & Kenyon, 2007) that was foundational in designing the parameters of the brief. It is fair to say that the creative process could not be undermined by the use of technology and equally technology had to be at the forefront and indeed lead the way for promoting the creative objects produced by the students. This process also had to give the students a new way of creatively thinking, and how to creatively synthesize their designed objects into the area of an augmented environment.

Keywords:

Concrete Poetry, Typography, Graphic Design, Visual Communication, New Technologies, Blended Learning, Digital Publishing, Enhanced Learning and Teaching.