Art, Design & Communication in Higher Education - Online First

Fashion education remains unpinned in twentieth-century models. Yet, collaboration, inclusivity and communication are fundamental twenty-first-century skills, hence, fashion education should transform through co-design pedagogy. However, limited scholarship exists around co-design pedagogy in fashion education. Hence, the research questions: (1) how can co-design pedagogy be applied in South African fashion design education and (2) how do students experience collaboration? The aim contextualizes a co-design pedagogy with first-year fashion design students and draws on empirical research to explore students’ collaborative experiences. Qualitative, data entailed artefacts comprising of first-year students’ written narratives and analysed via content analysis. The findings reveal that past school-based experience with collaboration appeared unfavourable. After co-design, the consensus was one of positive experiences with collaborative learning experiences and social cohesion emerging. However, for few students’ the hero-designer world-views emerged. This article adds to the discourse on the scholarship of teaching and learning in fashion design education and co-design pedagogy.

The COVID-19 pandemic caused significant global disruption at educational institutions which, to varying degrees in 2020 and beyond, were required to transition to online teaching delivery. However, as people started to trickle back onto campus, many institutions within the tertiary sector needed to make provision for students who were unable, for a variety of reasons, to physically attend classes. One of the dominant delivery modes implemented to facilitate this was HyFlex, which combines the synchronous delivery of classes for in-person and remote students alongside opportunities for students to engage with course content asynchronously. Staff at Swinburne University of Technology’s film and television course received some institutional support to implement this delivery mode as part of an Adobe Innovation Grant. This article reflects on the teaching practices adopted and applies a theoretical lens to evaluate the implementation of such a delivery mode and understand the key research question: ‘How can the Adobe Creative Suite be utilized to implement HyFlex learning and teaching in a tertiary film institution context?’ To interrogate this question, this article outlines five key pillars which guide the implementation of HyFlex delivery. These pillars have been derived from an overview of the literature in the field. Using a case-study approach, a studio class and a theory class were identified and its diverse results discussed. While this article is not aiming to generalize the HyFlex approach, these specific findings will inform teaching and learning and are of interest for those who would like to embrace a more dynamic approach to pedagogy.

Since building systems play a key role in shaping the final design of a building, knowledge about their foundations has been an integral part of the undergraduate architecture curriculum. However, building systems are often considered by architecture students as engineers’ main responsibility. This mindset has caused inadequate attention in education. VR technology, with its ability to simplify complex concepts through immersive, interactive experiences, offers a promising solution. This study proposes a VR-based building systems-learning (VR-BSL) system, which aims to increasing architectural students’ motivation and engagement in understanding the fundamentals of building systems. A prototype of the VR-BSL system was integrated into the classroom activities, where students and lecturers explored virtual spaces of major building systems using HMDs and controllers. This study demonstrated that VR-BSL enhances learning experience by allowing students to easily grasp distributed information and knowledge through the visualization of mechanical, electrical, and plumbing systems in the VR.

This article presents an extensive exploration of design education in Africa, with a focus on Ghana, employing storied-ethnography to critically contrast it with conventional western methodologies. It draws upon the narratives of prominent Ghanaian design educators – Sela, Isaac and Patrique – whose experiences and insights emphasize the need to integrate cultural, historical and social realities into the design curriculum. This study uncovers a significant divergence from western educational paradigms, which often prioritize technical proficiency and a universal design approach, potentially neglecting the rich cultural specificities integral to the African context. The research highlights the necessity for a design education system in Africa, particularly in Ghana, that balances technical skill with a deep-rooted connection to local culture and social nuances. It advocates for a model that honours and preserves African cultural heritage while preparing students to make impactful contributions in both local and global design spheres. The findings shed light on the complex nature of design education in Africa, calling for a decolonized, inclusive and culturally sensitive educational model, with profound implications for policy-makers and educators across the continent. Relevance to design practice: This research offers practical insights and strategies for integrating Indigenous knowledge and contemporary methodologies, shaping a more culturally nuanced and globally relevant design practice.

Animation captivates viewers with its visual storytelling, fostering creativity, delivering entertainment, and imparting knowledge. It influences culture, media and education, shaping our perception of the world. Animation films are popular for their engaging narratives, well-developed characters and cultural significance. Character design in animated films can embody a brand’s essence, transcend cultural boundaries and influence behavior. The rising prominence of animation in global media significantly impacts children’s learning and creativity. Japanese anime, in particular, has gained a strong foothold in various markets, including India, shaping the animation landscape. This study explores anime’s growing influence on character design among Indian animation students, assessing their character design process and awareness of Indian animation. Surveys and interviews with students, faculty and industry professionals reveal anime’s impact on students’ creative projects and the limited awareness of Indian animation. The study emphasizes the need for further research to understand anime’s influence on students’ artistic styles.