Using the experiential learning model, I developed a visual branding activity based on existing projects assigned at the Academy of Art University in the graphic design and fashion marketing departments. This learning scenario employs Illustrator & Photoshop in a visual branding/re-branding campaign. Students walk through the research and concepting phase based on real-life brands. They base their brand logo and advertising poster or mailer on brands they admire or would like to revitalize.

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Course Learning Objectives

Apply digital tools and techniques in developing a marketing collateral portfolio piece showcasing visual branding solutions
 

Skills

Photoshop, Illustrator, (InDesign – later)

Creative problem solving

Visual branding

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Experiential Learning Model

The course uses industry standard digital design tools towards the creation of marketing deliverables. This project is a simulation of real world branding iterative practices (rather than problem solving an actual real-world problem (PBL)). This course is a digital "studio" class which by nature is like a workshop or lab where students practice using the tools. This branding exercise provides a real-world framework and culminates in a branded collateral portfolio piece.
 

About Experiential Learning>>

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According to Kolb, experiential core design principles are:

1. active experimentation – These are encouraged off screen in sketching logo ideas

2. concrete experience – "Hands on" approach to digital production with set real world simulation

3. reflective observation – Students develop principles by which designs work and don't based on real world criteria with peer feedback

4. abstract conceptualization – They take the new knowledge and can apply it to the next stage.

(Bates)​

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Group Activities

The project can be completed individually with a group critique. Or it can be a group project where each student is on the same creative team proposing a design solution (which could bring an element of friendly competition). The outer contexts of existing logo and branding research provides meaning and motivation for learners to engage with the digital tools and make their own design decisions on the brand's identity.

Depending on student proficiency, the project can be further broken down into smaller steps with both formative and summative assessments in the homework exercises.

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Formative Assessment

The formative elements would be secondary elements to digital techniques such as writing, any layout issues, or whether the brand image or logo matches the intended target market. Peers and instructor can provide feedback without giving any marks on these aspects. These aspects will initially not be graded but offered to provide feedback only. Eventually these will become evaluated as part of the summative assessment upon project completion.

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Summative Assessment

Production expectations are the most critical for proper acquisition of digital techniques. Therefore, summative assessment would be based on whether certain itemized production tasks were done. 

• Create two 5 x 7 inch flyers promoting the grand opening of your business.

• Logos need to be vector graphics.

• At least one silhouetted hero image needs to be placed on each card.

• Bleed and trim marks included. (Demonstrates Photoshop and Illustrator production skills.)

• Overall digital craftsmanship (clean graphics, high quality resolution, etc)​

As an assignment, the evaluation will be a small percentage of the overall grade so as to be low stakes.

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Authentic Assessment

This experiential learning project will culminate in a presentation with the student explaining their brand, ethos, product offerings, and target audience. These activities will employ all four experiential design principles: active experimentation, concrete experience, reflective observation, and abstract conceptualization.

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As a simulation, the project will require students to support their assertions by connecting their work with real-life examples. Students will show their process and work in progress as a validation for authentic authorship, since in the digital world, plagiarism is easy. Through presenting, students will highlight their critical thinking and problem solving skills in coming up with design and speaks to their intended target audience. This student-centered approach will provide a real-world simulation with students able to visualize their work in a real world context. 

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They will also have to showcase their digital production skills by producing high quality, functioning prototypes, whether printed or online. This will be the summative component throughout.
 

Assessment Types>>

 

Connections to Learning Theory

Based on John Dewey's Constructivist approach, real world contexts provide learning relevance in Experiential Learning Models. As with Constructivist approaches, students actively construct their own knowledge and experience of digital techniques through building on their existing knowledge of brands as consumers. Students are engaged by choosing brands of interest as they research and explore options and solve the problem presented by the simulation.

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The branding landscape provides various cultural forms to decipher and analyze before creating another form (logo). According to Bekki Brau, "Dewey's work proclaims that learners who engage in real world activities will be able to demonstrate higher levels of knowledge through creativity and collaboration" (Brau). Students reflect on previous knowledge of logos and flyers to create their own version based on the brand's persona and target audience. They provide and receive peer feedback, which enables more of a consensus on the "re-execution" of the brand in another form.