By Topic

Technological tools: the need to situate software skills in the implementation of design concepts

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

1 Author(s)
L. Marshall ; Sch. of Art & Design, Wolverhampton Univ., UK

As a consequence of the rapid development of new technology, and new areas such as multimedia in the graphic design industry, education is faced with the problem of incorporating the software skills associated with visual communication within the existing curriculum. The software is complex and is required by many areas of the industry resulting in students expecting software training as part of their course. Computer software skills should be situated in the subject they are being used for learning software is not an end in itself - the software is only used in relation to the subject. Methods of learning software, such as training programmes, manuals are not sufficient by themselves; people learn from each other and in relation to the job in hand. The students' understanding of software is situated in the process of generating solutions to problems and in implementing design concepts. Treating software skills as abstract, unrelated to subject specific knowledge, either through training courses or the use of training manuals, does not take into account the discipline that the software application is to be used for.

Published in:

Advanced Learning Technologies, 2004. Proceedings. IEEE International Conference on

Date of Conference:

30 Aug.-1 Sept. 2004