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PJCAD's diplomas are tailored to meet the new challenges of the 21st century where successful businesses need to embed design capability in its business strategy through vision, process, creativity and technical skill in order to develop products, services and brands that capture the imagination of its customers.
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teaching method
PJCAD is responding to global challenges in the design education field by repositioning program delivery through a creative pedagogical curriculum structure that balances today’s technology with traditional design educational methods. This leading method will produce principled young designers for today’s vast opportunities and deliver the best end result for our design students to enter the world of design as innovative designers and leaders, able to cope with modern design and technology.
The teaching and learning methods are based on a combination of projects, lectures, seminars and tutorials. It is a student-centered activity based process; an integrated system where the content, sequence and development of student learning and the practice of skills are cumulatively programmed, and appropriate teaching and learning strategies are devised.
Project work provides the thematic mode through which students learn the process of designing.
For more information about our courses, please contact us at: enquiry@pjcad.edu.my
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project based learning experiences
Project work provides the thematic mode through which students learn the process of designing. Basic skills are taught and practiced through specific tasks. For example, the principles and applications of perspective drawings, color and design method may be studied and practiced.
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Design Projects are normally arranged as an integrated series of projects ranging from solving simple design problems in the first year to more complex design problem solving in the second year.
Priority is given to the co-ordination of the many activities, which have to be reconciled in order to fulfill the design brief. In general, this means working to a set brief in which problems are stated and requirements are fixed. Many of these projects will be “live projects” where realistic design problems have to be solved and a “client”, who participates in the setting and running of the project, has to be consulted. The projects contributes to the development of the students’ interpersonal skills.
Group working is incorporated into such projects, particularly in the second year, where students learn to participate as members of a design team.Students are taught to appreciate the various technical, aesthetic and functional requirements and to take a logical yet imaginative approach to problem solving. The range, content and complexity of design projects develop cumulatively throughout the three years of the course, and culminate in a final project.
The design projects provides students with the framework for learning and academic development together with the evolution of their design skills. Students will gain an understanding of the logic of the design procedure and its part in the creative process, develop their personal style and learn to be self-critical and respond to ideas and design constraints.
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Project Lectures are organised within projects as an integral part of the design project or project exercise, or as a preparation for a project. They are concerned with specific learning requirements directly related to the subject or the content of the project, and are conducted within its scope and time-scale. Project lectures may be limited in scale and treatment, but students are expected to develop these subjects for themselves by guided reading and individual research. This extends their area of specific knowledge, and stimulates an attitude of intellectual enquiry.
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our diplomas
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