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The study analyzes reflections produced by students through two media—personal magazines and an online questionnaire—in Basic Design II during the 2012 Spring Semester at the Department of Industrial Product Design, Istanbul Technical University. Students kept weekly diaries, then submitted them as personal magazines, enabling assessment of design awareness and course perceptions, supported by web-based tendency analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-from-students-reflections-from-personal-magazines-in-basic-design-course/600697/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-from-students-reflections-from-personal-magazines-in-basic-design-course/600697.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were student reflections collected in this study?","Question",{"text":112,"@type":113},"Students wrote a weekly diary and submitted photocopied pages. At semester end, diaries were compiled into personal magazines, and a separate online questionnaire was delivered to capture general course tendencies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is reflective writing considered important in design education?",{"text":117,"@type":113},"Reflective processes support student-centered learning by shaping how experiences and perceptions influence learning. Reflection also helps practitioners surface and critique tacit understandings and reframe problems during action.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the study aim to explore using these reflection sources?",{"text":121,"@type":113},"The work investigates how student reflections can be used to learn from and benefit Basic Design course mechanisms and broader design education. It also assesses development in design awareness and perceptions about the course.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600697,1792166068,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Learning from Students: Reflections from personal magazines in basic design course  \nKoray Gel mez, Istanbul Technical University, Turkey  \nHumanur Bagli, Istanbul Technical University, Turkey  \nAbstract  \nReflective writing is an efficient way of getting feedback from students. Paper-based or web-based course evaluation questionnaires alone may lack of collecting specific and detailed information, especially for the fields like design education. This study focuses on reflections captured from students via two different media – personal magazine and online questionnaire – in 2012 Spring Semester conducted in Basic Design II in the Department of Industrial Product Design at Istanbul Technical University (ITU), Turkey. Throughout the semester, each student was encouraged to write a diary weekly and expected to submit a photocopied page of it to reflect freely their impressions about the course and their experiences, written or visual, or both. At the end of the semester, students were expected to submit their diaries in the form of personal magazines. This data is valuable to see the development of the student in terms of design awareness and perceptions about the course specifically. Moreover, a specific web-based questionnaire is prepared and delivered to students in order to see the general tendencies about the course. Based on these data, we explore how we can learn and benefit from students’reflections for Basic Design course mechanism and design education.  \nKey words  \ndesign education, basic design, industrial design, reflective writing, writing-to-learn, learning  \nIntroduction  \nEspecially in project-based courses, face-to-face relationship with students is apparently important both for students and instructors. This mutual contact makes students to get involved in the course with more enthusiasm and also instructors are able to get more feedback regularly.  \nSince the student quota for the Department of Industrial Product Design at ITU was increased from about 30 to 45 step by step in recent years, the problems about constituting face-to-face relationship became more obvious especially for 1st year courses. It has been  \ndemanding for instructors to deal with the huge number of students. Basic Design courses, which are compulsory introductory courses in Industrial Design curriculum, were affected in such a way that direct and one-to-one interaction almost disappeared. Therefore, the tutors of these courses –also the authors of this paper– had to invent and implement methods to get feedback from students.  \nThis paper aims to discuss these methods and reveal their outcomes. In order to capture reflections from students two different media were used; namely personal magazine and online questionnaire.  \n1. The Issue of Reflection in Design Education In student-centered approach, the actions that student does are more crucial than those that the teacher does (Rogers, 1951) . This idea also suggests that students’experiences and perceptions influence the methods of learning and the things that are learnt. At this point, reflective process is considered as an important tool where student can play an active role (Kolb, 1984) .  \nAccording to Moon (1999), there are different understandings on reflection, which can be seen in Dewey (1993), Hullfish and Smith (1961) and King and Kitchener (1994) . These understandings can be summarized as:  \n…[reflection] impl[ies] a form of mental processing with a purpose and/or an anticipated outcome that is applied to relatively complicated or unstructured ideas for which there is not an obvious solution. This suggests close association with, or involvement in, learning and the representational learning (Moon 1999, p. 4) .  \nReflection is particularly critical in the fields involving practice such as design. According to Schön (1982):  \nThrough reflection, [practitioner] can surface and criticize the tacit understandings that have grown up around the repetitive experiences of a specialized ","cbCailulUdqbgXcd","https://ap.wps.com/l/cbCailulUdqbgXcd","pdf",421141,"English","# Abstract\n# Introduction\n# The Issue of Reflection in Design Education","[{\"question\":\"How were student reflections collected in this study?\",\"answer\":\"Students wrote a weekly diary and submitted photocopied pages. At semester end, diaries were compiled into personal magazines, and a separate online questionnaire was delivered to capture general course tendencies.\"},{\"question\":\"Why is reflective writing considered important in design education?\",\"answer\":\"Reflective processes support student-centered learning by shaping how experiences and perceptions influence learning. Reflection also helps practitioners surface and critique tacit understandings and reframe problems during action.\"},{\"question\":\"What outcomes does the study aim to explore using these reflection sources?\",\"answer\":\"The work investigates how student reflections can be used to learn from and benefit Basic Design course mechanisms and broader design education. It also assesses development in design awareness and perceptions about the course.\"}]","Learning from Students - Reflections from personal magazines in basic design course | PDF",1792091202,23]