IT's evolving, they're changing, we're listening: Everybody's learning

This paper describes a case study approach used to identify changes in the millennial student’s educational, institutional, social and economic environment and the impacts these had on teaching practice. Reviewing and reflecting on existing teaching practice, decisions were made in the way teaching photography to first year design students could be delivered in a student-centred blended learning environment. A trial was implemented, employing a new approach to teaching, taking into account all aspects of digital technology and the students’ propensity for social interaction and engagement with Web 2.0 technologies. We created a platform for delivering the successful elements of an existing curriculum that included the important components of critical and analytical reviews of images. This case study embraced the realms of digital age, at the same time, maintaining student motivation and peer learning in a blended pedagogy. The creation of a virtual learning classroom environment allowed students to manage and construct knowledge that empowered their learning. Reflecting on teaching practice facilitated a paradigm shift resulting in an innovative delivery that has more than met teacher and student expectations. The students have responded to the new methodology with enthusiasm. Their increased participation, contribution to peer learning and high satisfaction, is evidenced through student and teacher feedback surveys. This has encouraged exploration of innovative teaching practices, transferability of this approach to other disciplines and extended possibilities within teaching scholarship. Information technologies (IT) are continually evolving and need to be considered when making changes to teaching practice to improve student learning.