Surface and Deep learning Environments

Paul Ramsden in his research on Learning to teach in Higher education explored the relationships between the engagement of students learning experiences and those providing the experience in an educational context. What is meant by this is there are two levels of engagement with the leaning and thinking of students, surface and deep learning. Prof. Darrell Thompson from University of Technology in Sydney visually represented Ramsden’s research and demonstrated student’s involvement in cognitive thinking. For example Thompson explains that student’s thinking at a surface level involves lack of independent study, lack of interest in background of subject matter and the application of trivial procedural knowledge. While deep learning usually interacts with stimulating teaching, interest of subject matter and opportunities in the method and content of study.

One of my goals in building a graphic design program was to attract students who were looking for a deep learning experience. That is I was looking to build the program where students would take a deeper look in design practice be innovative and interested in what they were doing. Thompson, raises some questions in the context of my curriculum design by clearly stating what were the goals of the program in relation to the students’ level of thinking. If I was trying to induce this deeper level of thinking which in my mind would create a deeper look into design research. How could have this been established when the majority of students enrolled were surrounded by “surface” learning environments.

Darrell Thompson also makes a valid argument in the conditioning of students before they reach tertiary studies.
“Students are inadvertently ‘trained’ through western educational systems to be ‘tuned in’ to teachers motivations and preferences on a number of levels. This is particularly important to take account of in design education where there is no ‘right answer’ and lecturers’ subjective design preferences are easily discernable.”

From a design teachers perspective I see the understanding of the process of learning a fundamental process in creating a strong foundation to their teaching methods and it is possibly one way for design teachers to constantly re-evaluate their process.