Social Media offers enticing pedagogic opportunities. Unlike Learning Management Systems (LMSs) or Personal Learning Environments (PLEs), the Social Media User has the ability to create a profile and form interactions with his/her contacts which have real life value and impact. In a learning context, considering the popularity of Social Media, user familiarity with the interface and workflow can also be advantageous. A possible pedagogic implementation of social media could be a continuous interaction platform for the contemporary design studio which might help improve issues such as; efficiency of studio critiques, peer interaction, and homogeneous distribution of course load throughout the semester. In this study standard and social media based design studio courses are investigated. The sample population involved 78 4th year Graphic Design students enrolled in “Exhibiting and Exhibition Graphics” course, which was divided into a test and a control group each consisting 39 individuals. For the test group, the studio process was performed solely on Facebook and all interactions were kept strictly online. For the control group a standard studio process was employed. The evaluation of the aforementioned two processes was made both from a students’ point of view – where students’ opinions and experiences were compared, and from instructors’ point of view – where a panel evaluation of the submitted works were compared. According to the findings the implementation of social media in design studios and the future of the concept are discussed.
Kutay Guler, Dumlupinar University, Turkey
Stream: Social Media and Communities
This paper is part of the ACTIS2014 Conference Proceedings (View)
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