Abstract:

The purpose of this study is to explore the contribution of the iPad computer tablet towards collaborative learning (CL) in an undergraduate visual communication typography module. The paper presents how iPads were embedded in teaching and learning to help foster CL in teams of students. In particular, in critically elaborates on the use of iPads in an undergraduate typography module undertaken by two different classes of students (n=30). The use of iPads was embedded in the instructional approach to help foster CL in teams of students. The paper describes how the learning experience was structured and how the students were assessed underpinning the objective of promoting CL. Upon completion of the unit of study, a questionnaire consisting of semi-structured questions was used to collect data that was analysed using phenomenography. The adopted methodology allowed for the variation of students opinions and perceptions to be recorded and analysed. The analysis of the interviews suggests that Vygotsky's (1978) 'zone of proximal development' was often at play within each team allowing weaker students to gradually engage deeper with the learning experience. Lastly, the instructional design approach described in this paper can provide the basis to embed in a systematic manner the use of iPads so as to foster and encourage CL.

Keywords:

Collaborative learning, instructional design, curriculum development, iPads, Art and Design education.