The design thinking process allows learners to systematically proposes a practical, functional, and imaginative solution to a problem. Design students also draw knowledge from applied art, applied psychology, and applied science, which are used for problem-solving methods. On the other hand, photography follows all the design principles, creating the process a complicated practice. Therefore, an educator gets involved in subjects like philosophy and psychology to ensure the students understand the design problem and its solution. This research evaluates and analyses teaching-learning methods in photography projects for budding designers. The study also focuses on developing an innovative solution to achieve design thinking in photography projects. The study is also a stepping stone within the education fraternity to formulate various strategies or models to execute the Instruction process. The teaching and learning process requires a lot of planning, execution, and presentation. A triangulation methodology was used to collect the data in google forms to understand the pre-and post-test for multiple intelligence and cognitive load. And eye tracking is used to validate the fixation, regression, and gaze plot to get more insights into the subconscious unbiased observation of the project’s final result. The results demonstrate an exciting understanding of students’ comprehension. However, the results also implied students must iterate and work on every feedback to get the best-expected outcome.
PresentersKeyur Sudhakar Sahasrabudhe
Associate Professor, Communication Design (Photography), Symbiosis Institute of Design, Maharashtra, India
Photography, Education, Instruction, Design thinking, Projects Process, Cognitive Load, Creative
This presenter hasn’t added media.
Request media and follow this presentation.