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Visual Diagnostic Strategy: Design Learning Strategy

Visual Diagnostic Strategy: Design Learning Strategy

Jose Miguel Silva, João Matos Neves, Daniel Raposo Martins
Copyright: © 2020 |Pages: 11
ISBN13: 9781799836285|ISBN10: 1799836282|ISBN13 Softcover: 9781799836292|EISBN13: 9781799836308
DOI: 10.4018/978-1-7998-3628-5.ch019
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MLA

Silva, Jose Miguel, et al. "Visual Diagnostic Strategy: Design Learning Strategy." Handbook of Research on Driving Industrial Competitiveness With Innovative Design Principles, edited by Luís Farinha and Daniel Raposo, IGI Global, 2020, pp. 277-287. https://doi.org/10.4018/978-1-7998-3628-5.ch019

APA

Silva, J. M., Neves, J. M., & Martins, D. R. (2020). Visual Diagnostic Strategy: Design Learning Strategy. In L. Farinha & D. Raposo (Eds.), Handbook of Research on Driving Industrial Competitiveness With Innovative Design Principles (pp. 277-287). IGI Global. https://doi.org/10.4018/978-1-7998-3628-5.ch019

Chicago

Silva, Jose Miguel, João Matos Neves, and Daniel Raposo Martins. "Visual Diagnostic Strategy: Design Learning Strategy." In Handbook of Research on Driving Industrial Competitiveness With Innovative Design Principles, edited by Luís Farinha and Daniel Raposo, 277-287. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3628-5.ch019

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Abstract

The following article focuses on the development of a visual exploratory study in the form of a diagnostic, tested in a learning experience to support the development of the final project. A project developed in the field of visual communication design, degree of Visual Communication Design and Audiovisual Production of the School of Applied Arts, Castelo Branco Polytechnic Institute, Portugal. The visual diagnostic exploratory study, involving several phases of information gathering, was conducted by the students within the scope of the Curricular Unit of Research Design, of the curricular year of 2018/19. The introduction of the visual diagnostic exploratory study provided new solutions to the visual communication level of a product or service in the final degree project. From its application, it resulted in a greater solidity in the arguments of the solutions proposed by the students; however, there were observed gaps in the understanding of the perspective of the consumer in the phase of mapping the archetypes and creation of narratives in the customer journey.

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