Integrating Conceptual Design and Technology Learning in Visual Communication Education

This paper reports on a scoping study that provides evidence that a more balanced approach for visual communication students’ learning is necessary so they can become design professionals who are ready for practice because they are a) strong design thinkers, but also b) confident and efficient users of technology to bring their creative ideas to life. The research reported here suggests that those two roles are not, but should be, well integrated in practice-oriented education of graphic designers. We use findings from surveys, interviews, and focus groups involving university students, teachers, recent graduates, and experienced graphic design practitioners to shed more light on the issue. The paper proposes that an integration of conceptual and technology skills in visual communication programs is an important step in improving education of future designers, and provides some preliminary findings how it can be achieved.