Teaching Visual Design as a Holistic Enterprise

Veer, Gerrit C. van der; Verbruggen, Corné

doi:10.1007/978-3-642-19641-6_11

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…The names of our courses vary: Cognitive ergonomics, Human information processing, Visual design [14,28], Service Design [10,27], Task analysis and task modeling [11], Design for cultural heritage, etc.…”

Section: Our Students and Their Learning Topicsmentioning

confidence: 99%

Perception or Pixels – Designing a Visual World from the User’s Point of View

Rogier

Veer

Benvenuti

et al. 2014

Building Bridges: HCI, Visualization, and Non-Formal Modeling

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Abstract. User centered design would benefit from a dedicated environment, where the designer can focus on the application domain. Our current main domain is design for adult learning. We show how user centered interaction design may require a flexibility that often is not supported in commercially available digital learning environments. Based on design ideas that emerged during observing our students, supporting their needs for learning resources and our actual teaching we developed prototype learning facilities that fit the ''human size''.

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Section: Our Students and Their Learning Topicsmentioning

confidence: 99%

Perception or Pixels – Designing a Visual World from the User’s Point of View

Rogier

Veer

Benvenuti

et al. 2014

Building Bridges: HCI, Visualization, and Non-Formal Modeling

Self Cite

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“…The DVCD teaching in that context integrates the knowledge of multiple disciplines (arts, technology, and humanities) into the teaching contents of DVCD. This is an irresistible trend for the innovation of visual art teaching in the age of the Internet [6][7][8][9][10][11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Practical Perception and Quality Evaluation for Teaching of Dynamic Visual Communication Design in the Context of Digital Media

Li¹,

Zhang²,

Shen³

2022

Int. J. Emerg. Technol. Learn.

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In the age of the Internet, the teaching of dynamic visual communication design (DVCD) is an irresistible trend for the innovation of visual art teaching. The DVCD teaching quality can be improved to a new level by providing feedbacks to applications with the data on students’ needs for practical perception (PPN). However, the current practical perception and service applications rarely tackle the feature extraction and application of high-level needs for practical perception in the context of digital media. To solve the problem, this paper explores the practical perception and quality evaluation for DVCD teaching in the context of digital media. Specifically, the students’ PPN feature extraction problem was described in the field of DVCD teaching, and fuzzy clustering was introduced to extract students’ PPN features. Then, the authors detailed the dynamic evolution of students’ PPN in the context of digital media, and selected multiple layers of evaluation indices for DVCD teaching quality. Finally, the evolution drivers and patterns of students’ PPN were demonstrated, and the distribution of teaching quality scores was obtained through experiments.

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Some Visual Literacy Initiatives in Academic Institutions: A Literature Review from 1999 to the Present

Blummer

2015

Journal of Visual Literacy

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Teaching Visual Design as a Holistic Enterprise

Cited by 3 publications

References 6 publications

Perception or Pixels – Designing a Visual World from the User’s Point of View

Perception or Pixels – Designing a Visual World from the User’s Point of View

Practical Perception and Quality Evaluation for Teaching of Dynamic Visual Communication Design in the Context of Digital Media

Some Visual Literacy Initiatives in Academic Institutions: A Literature Review from 1999 to the Present

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