Blogs, Reflective Practice and Autonomous Learning in Graphic Design Communication

Abstract
Since their inception in 2004 Blogs have become a major contributor to the development of the social networking phenomenon. This paper reports on a small qualitative research project utilising case studies of the use of blogs by Level2 BA Graphic Design Communication students. In the project particular emphasis is given to the capacity of the Blog to assist in the development of reflective
behaviour.

Reflection is consistently emphasised as a desirable graduate capability, and is an expectation in programmes in the general field of Art and Design. Whilst students in Graphic Design are used to handling sophisticated hardware and software in the fulfilment of design briefs, it is less common for them to draw on the power of ICT to support metacognitive activity such as reflection. The report discusses the tool in comparison to sketchbooks and reflective journals in terms of collating and organising information and reflecting on action and questions how this implementation can further foster an autonomous approach to learning.

The increasingly fragmented and often remote nature of current university education experience means there is a necessity for a re-introduction of community through a blended learning approach. To what extent can Blogs not only satisfy this need to engender community and promote peer learning but also offer new paradigms for the pedagogic practice of the teacher? The present study has particular value in that it bridges a number of aspects of level 2 student learning such as placements, student exchanges and electives.

The presentation will exemplify student practices and will demonstrate the flexibility of the tool in a range of learning and teaching activities. It will seek to situate this research project in the wider application of blended learning technology and discuss issues surrounding the use of third party software applications within learning and teaching practices at this level.