東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Foster the development of computer-s...

New York University.

Linked to FindBook

Google Book

Amazon

博客來

Foster the development of computer-supported graphic design expertise through learning: Design knowledge, creativity, and design management skills.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Foster the development of computer-supported graphic design expertise through learning: Design knowledge, creativity, and design management skills./
Author:	Sun, Lin.
Description:	235 p.
Notes:	Adviser: W. Michael Reed.
Contained By:	Dissertation Abstracts International68-09A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3278636
ISBN:	9780549201342

Foster the development of computer-supported graphic design expertise through learning: Design knowledge, creativity, and design management skills.
Sun, Lin.

Foster the development of computer-supported graphic design expertise through learning: Design knowledge, creativity, and design management skills. - 235 p.

Adviser: W. Michael Reed.

Thesis (Ph.D.)--New York University, 2007.

The Learning-as-Design (LaD) approach was implemented to three computer-supported graphic design courses, two of which also adopted the Cognitive Apprenticeship Model (CAM). Reflection was reinforced in one of the two courses that used both LaD and CAM. The purpose was to investigate the effectiveness of these pedagogical methods on students' development of expertise, in particular the growth in design knowledge, creativity, and design management skills. Non-parametric statistics and qualitative data analysis showed that: (1) with LaD, students' design knowledge, awareness of the importance of design knowledge base, memory of incidental information, fluent and original ability of creativity, creative strengths, critical thinking ability, time spent in conceptualization and thinking for appropriate cognitive and metacognitive strategies, and motivation were enhanced; (2) with CAM incorporated in teaching with LaD (LaD + CAM), students gained further improvement in design knowledge, fluency, and elaboration, while they developed deeper understanding of the subject matter and paid more attention to conceptual development and reasoning; (3) with reflection reinforced in learning (LaD + CAM + RR), students grew in their abstracting and elaborating skills, planning, help seeking, and rehearsal skills, and enhanced the understanding about graphic design usage, design standards, and social factors affecting graphic design.

ISBN: 9780549201342Subjects--Topical Terms:

1018432
Education, Art.

Foster the development of computer-supported graphic design expertise through learning: Design knowledge, creativity, and design management skills.
LDR:02386nam 2200277 a 45 001 855582
005 20100708
008 100708s2007 ||||||||||||||||| ||eng d
020 $a 9780549201342
035 $a (UMI)AAI3278636
035 $a AAI3278636
040 $a UMI $c UMI
100 1 $a Sun, Lin. $3 1022215
245 1 0 $a Foster the development of computer-supported graphic design expertise through learning: Design knowledge, creativity, and design management skills.
300 $a 235 p.
500 $a Adviser: W. Michael Reed.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3815.
502 $a Thesis (Ph.D.)--New York University, 2007.
520 $a The Learning-as-Design (LaD) approach was implemented to three computer-supported graphic design courses, two of which also adopted the Cognitive Apprenticeship Model (CAM). Reflection was reinforced in one of the two courses that used both LaD and CAM. The purpose was to investigate the effectiveness of these pedagogical methods on students' development of expertise, in particular the growth in design knowledge, creativity, and design management skills. Non-parametric statistics and qualitative data analysis showed that: (1) with LaD, students' design knowledge, awareness of the importance of design knowledge base, memory of incidental information, fluent and original ability of creativity, creative strengths, critical thinking ability, time spent in conceptualization and thinking for appropriate cognitive and metacognitive strategies, and motivation were enhanced; (2) with CAM incorporated in teaching with LaD (LaD + CAM), students gained further improvement in design knowledge, fluency, and elaboration, while they developed deeper understanding of the subject matter and paid more attention to conceptual development and reasoning; (3) with reflection reinforced in learning (LaD + CAM + RR), students grew in their abstracting and elaborating skills, planning, help seeking, and rehearsal skills, and enhanced the understanding about graphic design usage, design standards, and social factors affecting graphic design.
590 $a School code: 0146.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Technology of. $3 1018012
690 $a 0273
690 $a 0710
710 2 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 68-09A.
790 $a 0146
790 1 0 $a Reed, W. Michael, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3278636