Abstract
This case study focuses on two journalism graphics courses in which research-informed-design and development strategies were implemented as a learning exercise. The purpose was to provide visual communication students with a better sense of audience understanding related to their design work. Students took a survey at the completion of each course intended to gauge their opinions about research-informed design activities. Survey responses were overwhelmingly positive. This paper provides a look at how two different research-informed design strategies can enhance the classroom experience, better prepare students for careers in visual communication, and better serve contemporary students with collaborative classroom exercises.
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