.
Reflecting
Reflecting on your learning
The main section of the knowledge object contains a series of reflections on your studio learning. Reflections identify key learning and insights gained through critical incidents in the design process and activities in the studio.
Articulation of your learning through reflection supports learning-by-doing and transfer of learning from one studio to another. The aim is to identify general principles from specific learning experiences, linking practice with design theory and methods.
IdentifyIdentify an insight. This is a new understanding that emerged from the studio activities or your design process. It may be a practical, theoretical or critical understanding such as a new awareness of certain factors in the design process, a new method that improves your efficiency, a deeper understanding of a particular issue, a connection between a particular theory and practice, a model that supports your interrogation of a problem, or a framework for evaluating design outcomes.
DescribeBriefly describe the incident that led to this insight. What was the catalyst?
InterpretInterpret the insight. Explain the connection between this insight and the methods, principles and theory of the design field.
EvaluateEvaluate the significance of this new understanding for you. This may relate to the further development of the project or future design projects, or to your design process or the way you think about design.
PlanPlan how you might transfer this new understanding to future projects and/or practice. Speculate about how this new insight might change the way you approach a design task in the future.
The reflection paragraphs identify the key learning moments or insights you gained through the studio. This example of student writing provides a guide to the structure and language of a reflection paragraph. You will probably include 3-5 reflections in your studio knowledge object.
Click the buttons below to explore the different features of the writing.
Questions
What insight(s) did I gain through the studio?
Which significant events, theories, methods, thinkers and practitioners contributed to your insight?
What do you now understand and how does it affect your practice?
Example paragraph structure
My specific insight from this studio is that I can use strategy to form an enduring connection with an audience. This is important in this studio because we want to affect social change. My initial strategy was complicated and unrealistic. I was trying to solve too much. I realised my strategy required a great consideration of my chosen archetype. By building skills in mapping I made very clear correlations between climate change and food security, their current effects on third world communities and the very real threat they pose to our future. Mapping my own connection to the victims of these effects formed a strong sense of empathy and responsibility to take action. Strengthening my skills in interviewing and researching helped me to develop a persona archetype. As I sought to understand everything about them to design a more direct mission and informed touch points, I began to see what could be realistically addressed. I think this studio has challenged and strengthened a range of my personal and professional skills as a designer: how my strategy can appeal to the target audience, how they might interact with the strategy and how I can develop a long-term connection between my strategy and the audience.
Features
A reflective paragraph identifies a change in learning over time from the past to the present/future
Use 'I', 'me' or 'my' to demonstrate your personal and subjective response
Example paragraph
My specific insight from this studio is that I can use strategy to form an enduring connection with an audience. This is important in this studio because we want to affect social change. My initial strategy was complicated and unrealistic. I was trying to solve too much. I realised my strategy required a great consideration of my chosen archetype. By building skills in mapping I made very clear correlations between climate change and food security, their current effects on third world communities and the very real threat they pose to our future. Mapping my own connection to the victims of these effects formed a strong sense of empathy and responsibility to take action. Strengthening my skills in interviewing and researching helped me to develop a persona archetype. As I sought to understand everything about them to design a more direct mission and informed touch points, I began to see what could be realistically addressed. I think this studio has challenged and strengthened a range of my personal and professional skills as a designer: how my strategy can appeal to the target audience, how they might interact with the strategy and how I can develop a long-term connection between my strategy and the audience.
Structure
Questions to ask:
- What insight(s) did I gain through the studio? (Insights)
- Which significant events, theories, methods, thinkers and practitioners contributed to your insight? (Methods/thinkers)
- What do you now understand and how does it affect your practice? (Meaning/value)
[Insights] My specific insight from this studio is that I can use strategy to form an enduring connection with an audience. This is important in this studio because we want to affect social change. [End insights] [Meaning/value] My initial strategy was complicated and unrealistic. I was trying to solve too much. I realised my strategy required a great consideration of my chosen archetype. [End meaning/value] [Methods/thinkers] By building skills in mapping I made very clear correlations between climate change and food security, their current effects on third world communities and the very real threat they pose to our future. Mapping my own connection to the victims of these effects formed a strong sense of empathy and responsibility to take action. Strengthening my skills in interviewing and researching helped me to develop a persona archetype. As I sought to understand everything about them to design a more direct mission and informed touch points, I began to see what could be realistically addressed. [End methods/thinkers] [Meaning/value] I think this studio has challenged and strengthened a range of my personal and professional skills as a designer: how my strategy can appeal to the target audience, how they might interact with the strategy and how I can develop a long-term connection between my strategy and the audience. [End meaning/value]
Language features
Features
- Use ‘I’ to demonstrate your personal and subjective response to the field of practice
- A reflective paragraph identifies a change in learning over time from the past to the present/future
[Present/future] My specific insight from this studio is that I can use strategy to form an enduring connection with an audience. This is important in this studio because we want to affect social change. [End present/future] [Past] My initial strategy was complicated and unrealistic. I was trying to solve too much. I realised my strategy required a great consideration of my chosen archetype. By building skills in mapping I made very clear correlations between climate change and food security, their current effects on third world communities and the very real threat they pose to our future. Mapping my own connection to the victims of these effects formed a strong sense of empathy and responsibility to take action. Strengthening my skills in interviewing and researching helped me to develop a persona archetype. As I sought to understand everything about them to design a more direct mission and informed touch points, I began to see what could be realistically addressed. [End past] [Present/future] I think this studio has challenged and strengthened a range of my personal and professional skills as a designer: how my strategy can appeal to the target audience, how they might interact with the strategy and how I can develop a long-term connection between my strategy and the audience. [End present/future]
Questions
What insight(s) did I gain through the studio?
Which significant events, theories, methods, thinkers and practitioners contributed to your insight?
What do you now understand and how does it affect your practice?
Example paragraph structure
The most useful and interesting insight I have gained from this studio is the importance of research methods for creating end-user profiles. Before this journey, design research (for me) was about making mood boards and identifying basic audience demographics. Without downgrading the importance of these methods, I now recognise that there can be a lot more to research than that. In the Design for Social Change studio I have gained an understanding of specific research methods such as case studies, interviews, customer journey mapping and building comprehensive persona profiles. These methods help designers understand the complexity of the problems and then develop strategies for social change that actually have some validity and meaning. These ways of understanding the user or customer were very helpful in designing my Oxfam Student Month project. I am confident that this new understanding of research methods for identifying and targeting specific users will be beneficial for my future design practice.
Features
A reflective paragraph identifies a change in learning over time from the past to the present/future
Use 'I', 'me' or 'my' to demonstrate your personal and subjective response
Example paragraph
The most useful and interesting insight I have gained from this studio is the importance of research methods for creating end-user profiles. Before this journey, design research (for me) was about making mood boards and identifying basic audience demographics. Without downgrading the importance of these methods, I now recognise that there can be a lot more to research than that. In the Design for Social Change studio I have gained an understanding of specific research methods such as case studies, interviews, customer journey mapping and building comprehensive persona profiles. These methods help designers understand the complexity of the problems and then develop strategies for social change that actually have some validity and meaning. These ways of understanding the user or customer were very helpful in designing my Oxfam Student Month project. I am confident that this new understanding of research methods for identifying and targeting specific users will be beneficial for my future design practice.
Structure
Questions to ask:
- What insight(s) did I gain through the studio? (Insights)
- Which significant events, theories, methods, thinkers and practitioners contributed to your insight? (Methods/thinkers)
- What do you now understand and how does it affect your practice? (Meaning/value)
[Insights] The most useful and interesting insight I have gained from this studio is the importance of research methods for creating end-user profiles. [End insights] [Meaning/value] Before this journey, design research (for me) was about making mood boards and identifying basic audience demographics. Without downgrading the importance of these methods, I now recognise that there can be a lot more to research than that. [End meaning/value] [Methods/thinkers] In the Design for Social Change studio I have gained an understanding of specific research methods such as case studies, interviews, customer journey mapping and building comprehensive persona profiles. These methods help designers understand the complexity of the problems and then develop strategies for social change that actually have some validity and meaning. [End methods/thinkers] [Meaning/value] These ways of understanding the user or customer were very helpful in designing my Oxfam Student Month project. I am confident that this new understanding of research methods for identifying and targeting specific users will be beneficial for my future design practice. [End meaning/value]
Language features
Features
- Use ‘I’ to demonstrate your personal and subjective response to the field of practice
- A reflective paragraph identifies a change in learning over time from the past to the present/future
[Present/future] The most useful and interesting insight I have gained from this studio is the importance of research methods for creating end-user profiles. [End present/future] [Past] Before this journey, design research (for me) was about making mood boards and identifying basic audience demographics. [End past] [Present/future] Without downgrading the importance of these methods, I now recognise that there can be a lot more to research than that. In the Design for Social Change studio I have gained an understanding of specific research methods such as case studies, interviews, customer journey mapping and building comprehensive persona profiles. These methods help designers understand the complexity of the problems and then develop strategies for social change that actually have some validity and meaning. [End present/future] [Past] These ways of understanding the user or customer were very helpful in designing my Oxfam Student Month project. [End past] [Present/future] I am confident that this new understanding of research methods for identifying and targeting specific users will be beneficial for my future design practice. [End present/future]
Questions
What insight(s) did I gain through the studio?
Which significant events, theories, methods, thinkers and practitioners contributed to your insight?
What do you now understand and how does it affect your practice?
Example paragraph structure
From this studio I have a new understanding of how psychology underpins exhibition design for learning and play environments such as zoos, museums and the like. Throughout the course I was exposed to immersive and interactive design principles; that combine sound, visual, text and spatial elements to create positive learning environments. At the Melbourne Museum and the Melbourne Zoo the exhibitions are created with attention to elements such as: goals or challenges to overcome, stimulus of the senses, feelings of control and minimal distractions. Lidwell, Holden and Butler (2003) suggest these elements are necessary to create a successful immersive experience. Stevenson (1994, p.32) highlights the effectiveness of interactivity to 'inspire and provoke exploration ... and to tempt people to look more thoughtfully' at the displays. Through designing my own miniature suitcase exhibition in this studio, I have gained an understanding of how to undertake integrated design for learning and play. Falk and Dierking's contextual model of learning (2012) suggests that a visitor's personal, sociocultural and physical context all work together to shape their experiences and what they decide to absorb and learn from an exhibition. The idea that the visitor contributes to the learning process, which is a feedback loop between museum and visitor, allows for more flexible and positive, interactive play and learning. Appreciating how these elements combine with the use of different mediums and techniques will assist me in my future practice to create memorable, impactful and effective learning and play environments.
Structure
Questions to ask:
- What insight(s) did I gain through the studio? (Insights)
- Which significant events, theories, methods, thinkers and practitioners contributed to your insight? (Methods/thinkers)
- What do you now understand and how does it affect your practice? (Meaning/value)
[Insights] From this studio I have a new understanding of how psychology underpins exhibition design for learning and play environments such as zoos, museums and the like. [End insights] [Methods/thinkers] Throughout the course I was exposed to immersive and interactive design principles; that combine sound, visual, text and spatial elements to create positive learning environments. At the Melbourne Museum and the Melbourne Zoo the exhibitions are created with attention to elements such as: goals or challenges to overcome, stimulus of the senses, feelings of control and minimal distractions. Lidwell, Holden and Butler (2003) suggest these elements are necessary to create a successful immersive experience.Stevenson (1994, p.32) highlights the effectiveness of interactivity to 'inspire and provoke exploration ... and to tempt people to look more thoughtfully' at the displays. Through designing my own miniature suitcase exhibition in this studio, I have gained an understanding of how to undertake integrated design for learning and play. Falk and Dierking's contextual model of learning (2012) suggests that a visitor's personal, sociocultural and physical context all work together to shape their experiences and what they decide to absorb and learn from an exhibition. [End methods/thinkers] [Meaning/value] The idea that the visitor contributes to the learning process, which is a feedback loop between museum and visitor, allows for more flexible and positive, interactive play and learning. Appreciating how these elements combine with the use of different mediums and techniques will assist me in my future practice to create memorable, impactful and effective learning and play environments. [End meaning/value]
Language features
Features
- Use ‘I’ to demonstrate your personal and subjective response to the field of practice
- A reflective paragraph identifies a change in learning over time from the past to the present/future
[Present/future] From this studio I have a new understanding of how psychology underpins exhibition design for learning and play environments such as zoos, museums and the like. [End present/future] [Past] Throughout the course I was exposed to immersive and interactive design principles; that combined sound, visual, text and spatial elements to create positive learning environments. [End past] At the Melbourne Museum and the Melbourne Zoo the exhibitions are created with attention to elements such as: goals or challenges to overcome, stimulus of the senses, feelings of control and minimal distractions. Lidwell, Holden and Butler (2003) suggest these elements are necessary to create a successful immersive experience. Stevenson (1994, p. 32) highlights the effectiveness of interactivity to ‘inspire and provoke exploration … and to tempt people to look more thoughtfully’ at the displays. [Present/future] Through designing my own miniature suitcase exhibition in this studio, I have gained an understanding of how to undertake integrated design for learning and play. [End present/future] Falk and Dierking’s contextual model of learning (2012) suggests that a visitor’s personal, sociocultural and physical context all work together to shape their experiences and what they decide to absorb and learn from an exhibition. The idea that the visitor contributes to the learning process, which is a feedback loop between museum and visitor, allows for more flexible and positive, interactive play and learning. [Present/future] Appreciating how these elements combine with the use of different mediums and techniques will assist me in my future practice to create memorable, impactful and effective learning and play environments. [End future]
Questions
What insight(s) did I gain through the studio?
Which significant events, theories, methods, thinkers and practitioners contributed to your insight?
What do you now understand and how does it affect your practice?
Example paragraph structure
Through the Design for Social Change studio I have moved from looking at design as a purely physical/ product-based activity to a deeper appreciation of designing for human meaning. Through the application of the six spheres of sustainability, I can appreciate that a designer creates systems and strategies. Before this, I considered design research to be just mood boarding and basic audience demographics. I am now able to acknowledge that there can be more to it than that. Over the past 13 weeks, we have touched on so many different ways of approaching design ideation: visualising thoughts, processes, systems, stories and more. For example: from ethnographic research, interviews and persona profile building I learned the benefit of comprehensive research; from peer and teacher feedback I was able to see my project with a more critical eye; through mapping I could see my project’s strengths and weaknesses; by making a slight change to the research process I allowed for empathy for the target audience, and those affected by the issue, to inform the design. Applying sustainability systems and strategies will enable me to address more spheres in designing for deeper human meaning and connectedness in my current and future practice.
Structure
Questions to ask:
- What insight(s) did I gain through the studio? (Insights)
- Which significant events, theories, methods, thinkers and practitioners contributed to your insight? (Methods/thinkers)
- What do you now understand and how does it affect your practice? (Meaning/value)
[Insights] Through the Design for Social Change studio I have moved from looking at design as a purely physical/ product-based activity to a deeper appreciation of designing for human meaning. [End insights] [Methods/thinkers] Through the application of the six spheres of sustainability, I can appreciate that a designer creates systems and strategies. Before this, I considered design research to be just mood boarding and basic audience demographics. I am now able to acknowledge that there can be more to it than that. Over the past 13 weeks, we have touched on so many different ways of approaching design ideation: visualising thoughts, processes, systems, stories and more. For example: from ethnographic research, interviews and persona profile building I learned the benefit of comprehensive research; from peer and teacher feedback I was able to see my project with a more critical eye; through mapping I could see my project’s strengths and weaknesses; by making a slight change to the research process I allowed for empathy for the target audience and those affected by the issue, to inform the design. [End methods/thinkers] [Meaning/value] Applying sustainability systems and strategies will enable me to address more spheres in designing for deeper human meaning and connectedness in my current and future practice. [End meaning/value]
Language features
Features
- Use ‘I’ to demonstrate your personal and subjective response to the field of practice
- A reflective paragraph identifies a change in learning over time from the past to the present/future
[Past] Through the Design for Social Change studio I have moved from looking at design as a purely physical/product-based activity [End past] [Present/future] to a deeper appreciation of designing for human meaning. Through the application of the six spheres of sustainability, I can appreciate that a designer creates systems and strategies. [End present/future] [Past] Before this, I considered design research to be just mood boarding and basic audience demographics. [End past] [Present/future] I am now able to acknowledge that there can be more to it than that. [End present/future] Over the past 13 weeks, we have touched on so many different ways of approaching design ideation: visualising thoughts, processes, systems, stories and more. For example: from ethnographic research, interviews and persona profile building I [Past] learned the benefit of comprehensive research; from peer and teacher feedback I was able to see my project with a more critical eye; through mapping I could see my project’s strengths and weaknesses; by making a slight change to the research process I allowed for empathy for the target audience and those affected by the issue, to inform the design. [End past] [Present/future] Applying sustainability systems and strategies will enable me to address more spheres in designing for deeper human meaning and connectedness in my current and future practice. [End present/future]
Questions
What insight(s) did I gain through the studio?
Which significant events, theories, methods, thinkers and practitioners contributed to your insight?
What do you now understand and how does it affect your practice?
Example paragraph structure
It was immediately clear that the most beneficial approach for each project in the studio, Shaping Natural Experiences, was to encourage the audience to craft their own experience instead of prescribing it for them. Being introduced to constructivist theory provided awareness of the recent shift to free-choice learning in society and insight into a visitor's need for voluntary entertainment with substance. Specifically notable was Living in a Learning Society: Museums and Free-Choice Learning (Falk, Dierking & Adams, 2007) in which I found many useful frameworks to evaluate a visitor's experience. Feeling first-hand how exhibitions like Bugs Alive! and Romance Was Born: Express Yourself used different environments, voices and interactives to simultaneously create a universal yet individual-specific journey through the content reinforced the need to be open to broad responses by a viewer and have structures in place to offer support. Collectively these elements contributed to the realisation that if, as a designer, I can create a partnership with the audience, the essential pieces of communication will be conveyed more efficiently and also more effectively to allow for individual audience response and free-choice learning.
Features
A reflective paragraph identifies a change in learning over time from the past to the present/future
Use 'I', 'me' or 'my' to demonstrate your personal and subjective response
Example paragraph
It was immediately clear that the most beneficial approach for each project in the studio, Shaping Natural Experiences, was to encourage the audience to craft their own experience instead of prescribing it for them. Being introduced to constructivist theory provided awareness of the recent shift to free-choice learning in society and insight into a visitor’s need for voluntary entertainment with substance. Specifically notable was Living in a Learning Society: Museums and Free-Choice Learning (Falk, Dierking & Adams, 2007) in which I found many useful frameworks to evaluate a visitor’s experience. Feeling first-hand how exhibitions like Bugs Alive! and Romance Was Born: Express Yourself used different environments, voices and interactives to simultaneously create a universal yet individual-specific journey through the content reinforced the need to be open to broad responses by a viewer and have structures in place to offer support. Collectively these elements contributed to the realisation that if, as a designer, I can create a partnership with the audience, the essential pieces of communication will be conveyed more efficiently and also more effectively to allow for individual audience response and free-choice learning.
Structure
Questions to ask:
- What insight(s) did I gain through the studio? (Insights)
- Which significant events, theories, methods, thinkers and practitioners contributed to your insight? (Methods/thinkers)
- What do you now understand and how does it affect your practice? (Meaning/value)
[Insights] It was immediately clear that the most beneficial approach for each project in the studio, Shaping Natural Experiences, was to encourage the audience to craft their own experience instead of prescribing it for them. [End insights] [Methods/thinkers] Being introduced to constructivist theory provided awareness of the recent shift to free-choice learning in society and insight into a visitor's need for voluntary entertainment with substance. Specifically notable was Living in a [Book title]Learning Society: Museums and Free-Choice Learning[End book title] (Falk, Dierking & Adams, 2007) in which I found many useful frameworks to evaluate a visitor's experience. Feeling first-hand how exhibitions like [Exhibition name]Bugs Alive![End exhibition name] and [Exhibition name]Romance Was Born: Express Yourself[End exhibition name] used different environments, voices and interactives to simultaneously create a universal yet individual-specific journey through the content reinforced the need to be open to broad responses by a viewer and have structures in place to offer support. [End methods/thinkers] [Meaning/value] Collectively these elements contributed to the realisation that if, as a designer, I can create a partnership with the audience, the essential pieces of communication will be conveyed more efficiently and also more effectively to allow for individual audience response and free-choice learning. [End meaning/value]
Language features
Features
- Use ‘I’ to demonstrate your personal and subjective response to the field of practice
- A reflective paragraph identifies a change in learning over time from the past to the present/future
[Past] It was immediately clear that the most beneficial approach for each project in the studio, Shaping Natural Experiences, was to encourage the audience to craft their own experience instead of prescribing it for them. Being introduced to constructivist theory provided awareness of the recent shift to free-choice learning in society and insight into a visitor's need for voluntary entertainment with substance. Specifically notable was Living in a [Book title]Learning Society: Museums and Free-Choice Learning[End book title] (Falk, Dierking & Adams, 2007) in which I found many useful frameworks to evaluate a visitor's experience. Feeling first-hand how exhibitions like [Exhibition name]Bugs Alive![End exhibition name] and [Exhibition name]Romance Was Born: Express Yourself[End exhibition name] used different environments, voices and interactives to simultaneously create a universal yet individual-specific journey through the content reinforced the need to be open to broad responses by a viewer and have structures in place to offer support. Collectively these elements contributed to the realisation that if, as a designer, [End past] [Present/future] I can create a partnership with the audience, the essential pieces of communication will be conveyed more efficiently and also more effectively to allow for individual audience response and free-choice learning. [End present/future]
Questions
What insight(s) did I gain through the studio?
Which significant events, theories, methods, thinkers and practitioners contributed to your insight?
What do you now understand and how does it affect your practice?
Example paragraph structure
One significant insight from this studio was learning the distinction between creating more generic designs that aim to do everything at once and creating a more considered concept that could offer depth if examined beyond face value. While my initial design approach was to create concepts that deliberately focused on one specific audience or methodology, I discovered that each concept could be enhanced (and made more accessible) when it accommodated multiple strategies and diverse visitor needs. Influential moments in the [exhibition design] studio that led to this breakthrough include Think:Feel:Do - Model of Visitor Interaction, the student presentation on Streakers, Strollers and Studiers and my discovery of Developmental Milestones Framework (World Brooklyn, 2004). The combination of these in-class presentations, excursions and critical discussions epitomised the model of free-choice learning philosophy and demonstrated how to accommodate different learning styles (in an immersive learning experience). This considered approach to content delivery results in a more stimulating, memorable and engaging educational experience. It demonstrates the potential effectiveness of multiple strategies being implemented in unison for future design projects that require engagement for learning.
Features
A reflective paragraph identifies a change in learning over time from the past to the present/future
Use 'I', 'me' or 'my' to demonstrate your personal and subjective response
Example paragraph
One significant insight from this studio was learning the distinction between creating more generic designs that aim to do everything at once and creating a more considered concept that could offer depth if examined beyond face value. While my initial design approach was to create concepts that deliberately focused on one specific audience or methodology, I discovered that each concept could be enhanced (and made more accessible) when it accommodated multiple strategies and diverse visitor needs. Influential moments in the [exhibition design] studio that led to this breakthrough included Think:Feel:Do - Model of Visitor Interaction, the student presentation on Streakers, Strollers and Studiers and my discovery of Developmental Milestones Framework (World Brooklyn, 2004). The combination of these in-class presentations, excursions and critical discussions epitomised the model of free-choice learning philosophy and demonstrated how to accommodate different learning styles (in an immersive learning experience). This considered approach to content delivery results in a more stimulating, memorable and engaging educational experience. It demonstrates the potential effectiveness of multiple strategies being implemented in unison for future design projects that require engagement for learning.
Structure
Questions to ask:
- What insight(s) did I gain through the studio? (Insights)
- Which significant events, theories, methods, thinkers and practitioners contributed to your insight? (Methods/thinkers)
- What do you now understand and how does it affect your practice? (Meaning/value)
[Insights] One significant insight from this studio was learning the distinction between creating more generic designs that aim to do everything at once and creating a more considered concept that could offer depth if examined beyond face value. [End insights] [Meaning/value] While my initial design approach was to create concepts that deliberately focused on one specific audience or methodology, I discovered that each concept could be enhanced (and made more accessible) when it accommodated multiple strategies and diverse visitor needs. [End meaning/value] [Methods/thinkers] Influential moments in the [exhibition design] studio that led to this breakthrough include [Event name]Think:Feel:Do - Model of Visitor Interaction[End event name], the student presentation on [Presentation name]Streakers, Strollers and Studiers[End presentation name] and my discovery of [Book title]Developmental Milestones Framework[End book title] (World Brooklyn, 2004). The combination of these in-class presentations, excursions and critical discussions epitomised the model of free-choice learning philosophy and demonstrated how to accommodate different learning styles (in an immersive learning experience). [End methods/thinkers] [Meaning/value] This considered approach to content delivery results in a more stimulating, memorable and engaging educational experience. It demonstrates the potential effectiveness of multiple strategies being implemented in unison for future design projects that require engagement for learning. [End meaning/value]
Language features
Features
- Use ‘I’ to demonstrate your personal and subjective response to the field of practice
- A reflective paragraph identifies a change in learning over time from the past to the present/future
[Past] One significant insight from this studio was learning the distinction between creating more generic designs that aim to do everything at once and creating a more considered concept that could offer depth if examined beyond face value. While my initial design approach was to create concepts that deliberately focused on one specific audience or methodology, I discovered that each concept could be enhanced (and made more accessible) when it accommodated multiple strategies and diverse visitor needs. Influential moments in the [exhibition design] studio that led to this breakthrough include [Event name]Think:Feel:Do - Model of Visitor Interaction[End event name], the student presentation on [Presentation name]Streakers, Strollers and Studiers[End presentation name] and my discovery of [Book title]Developmental Milestones Framework[End book title] (World Brooklyn, 2004). The combination of these in-class presentations, excursions and critical discussions epitomised the model of free-choice learning philosophy and demonstrated how to accommodate different learning styles (in an immersive learning experience). [End past] [Present/future] This considered approach to content delivery results in a more stimulating, memorable and engaging educational experience. It demonstrates the potential effectiveness of multiple strategies being implemented in unison for future design projects that require engagement for learning. [End present/future]