Learning theory through collaboration and visualization

This study reports on a series of changes involving collaboration and visualisation which were incrementally added to a first year design theory course taught at the University of Newcastle, NSW. Theory teaching values explicit knowledge and focuses on analytical and critical thinking. It can be defined as a form of deductive reasoning in that it seeks to unearth that which exists, as determined through close analytical reading of research literature. Students who study visual communication design do so because of their interest in creativity and visual media. Creative thinking and tacit knowledge are highly valued. It would therefore seem that design studio teaching, with its reliance on creativity, tacit knowledge and inductive or abductive reasoning is misaligned with design theory teaching which values explicit knowledge and deductive reasoning. However, this paper will argue that student learning of theory can be enhanced through the incorporation of working methods commonly used in creative practice