Learning as experience: a model for teaching the 'reflective exegesis' for communication design practice

This paper proposes a model for teaching the reflective 'exegesis' for communication design practice in the fourth year of undergraduate studies, refined as a result of three years of student feedback. In this context, the 'exegesis' is understood as a short essay, in which students reflect on practice, around their studio-based visual design project. The 'exegesis' is developed in a reflective studies module that explores understandings about personal styles and conventions of practice, the design process as a cycle of linked process stages, and micro-moments of decision making. In this context, the exegesis is not written as a dissertation to accompany a creative practice research outcome, but as a way to explore the edges and spaces of design practice - as a form of research through evaluation of the design process. This takes place in a speculative and playful way, grounded in selected theories from reflective practice and experiential knowledge and knowing. It aims to foster meaningful learning conversations about current and future practice.