Thesis submitted in fulfilment of the requirements for the degree
Doctor of Technology: Design
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology / Design education has been fundamentally changed by computers and new digital
technologies. New ideas and new frontiers have emerged. Available literature shows ICT
has revolutionalised design education through the online studio and blended learning. In
response to the growing needs of ICT in design education, new courses are being
designed, while collaborations on design projects are emerging owing to virtual design
studios (VDS). Researchers in design, especially in professional architecture and
engineering, believe that ICTs enhance the teaching and learning of design.
The adoption of ICT at the various stages of problem solving has not yet been reflected in
the teaching of graphic design, especially in idea development. In developing economies,
in the recent past, more attention has been paid to graphic design pedagogy, as it
particularly relates to using ICT in ideation. Using the ‘multi-method’ approach, the research
captured both quantitative and qualitative approaches in a pragmatic paradigm. It explored
how ICT has affected the teaching and learning of ideation in graphic design in a university
in a developing country. This included investigating pedagogical models and paradigms
that had informed graphic design education since the incorporation of ICT. It surveyed ICT
methods and the players involved in graphic design education, and documented the
everyday experiences of students and educators in the lecture rooms to obtain a more
holistic impression of teaching and learning. Empirical evidence suggests considerable
access to computer and ICT methods by students especially. Various perceptions on the
use of ICT by students in ideation activities as far as graphic design education is
concerned, and how ICT is informing ideation, were also captured through the data.
The study revealed activity systems of ICT integration as something that created
contradictions. The contradictions were characterised by activities of collaborations and
uses of ICT by students on one hand, and lecturers on the other hand. There were
significant revelations of the development of the graphic design processes of using ICT in
ideation. Ultimately, they were revelations of complexity of the design process for which
there were no precise and fixed formulas that bring together form, function, and context
conditions, and which gave credence to the orientation of pragmatism in terms of
epistemology to which the study ascribed from the beginning. The study therefore elicits a
review of the pedagogy of graphic design, with constructivism becoming relevant in the
teaching of ideation in graphic design education.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/1339 |
| Date | January 2014 |
| Creators | Appiah, Edward |
| Publisher | Cape Peninsula University of Technology |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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