Blending Studio and Screen: Rethinking First-Year Design Education

Presenters:

• Linh Nguyen, Learning Designer (RMIT University Vietnam)
• Huy Tang, Associate Learning Designer (RMIT University Vietnam)
• Matthias Waldhart, Associate Lecturer (RMIT University Vietnam)

Achieving productive, equitable learning in first-year arts education often requires closing a gap between teaching expectations and student readiness. In this fashion design subject, learning activities were structured around the idea that students already shared a working knowledge of design terminology and conceptual frameworks. However, many were still developing confidence in academic English and unfamiliar with foundational fashion concepts. This mismatch made it difficult for students to participate in critiques, communicate their ideas, or keep pace with studio expectations.In fashion education, terms like “concept development” or “mood board” can carry different meanings for different learners. Without early clarification and structured exploration, students interpret and apply these ideas inconsistently, resulting in unaligned outcomes and assessment challenges.This session shares how a blended learning approach was used to redesign the course. Through interactive, narrative-led pre-class sequences, students were introduced to core terms and design concepts in a visually engaging, self-paced environment. They were guided through explanations, exploratory tasks, and applied activities that connected directly to their own creative work. By preparing students before class, the course made better use of studio time for feedback, experimentation, and meaningful discussion, creating a more inclusive and effective learning experience.

Archive to Adventure: Reigniting Curiosity Through Campus-Based Creative Research

Presenter: Meredith Cawley, Lecturer (University of North Texas)

As higher education navigates post-pandemic challenges, many first-year students arrive disengaged and disconnected from exploratory thinking. Conditioned by standardized testing and digital overload to seek correct answers over meaningful inquiry, they often struggle with open-ended creative challenges like ideation, visual analysis, and research-based making. But when students are invited to leave the classroom and engage directly with physical archives, rare materials, and site-specific investigations, their passivity shifts. These encounters with resources they can’t find online—such as garments from the campus fashion collection or artifacts from university special collections—make abstract ideas tangible, spark deeper curiosity, and increase investment in their work.Drawing from experience in a foundations program, the presenter shares strategies that connect students with campus archives, museum collections, and even building infrastructure to inspire research-driven creativity. One project explores systems thinking and transformation through designer garments. Another uses rare books and zines to develop narrative and material specificity. A third engages students with architectural history, investigating the evolution of a former open-air structure to prompt reflection on spatial memory and change.This session contributes to curiosity-driven pedagogy by reimagining archives and overlooked campus spaces as active collaborators in creative learning.

What is DEL in Between (PR)?

DEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference, a collective of colleagues across Parsons School of Design, Penn State, Texas State University, University of the Arts London.

Learn more about DEL.