Students' service learning process will be integrated into reflective practice teaching, integrating flipped teaching, experiential learning, and workplace experience of social service. Use individual and team reflection training to form a review mechanism of large and small circles. The superposition of each other's experiences forms the basis for new experiences, and repeated accumulation builds the habit of reflection, allowing students to take the lead in answering questions and answers. At each learning stage, students can observe and reflect on their own learning gaps through specific workplace experiences. Teacher support or dialogue with experts will form an understanding of the social workplace, and then the application and verification of the design work will be carried out in the next stage. This study is a service learning activity planned in the advertising design course. It uses the teaching operation of reflective practice to test the learning effectiveness of students' creativity, execution, and reflection on new products in the three stages of creative ideation, design execution, and self-evaluation. The research results show that circular reflection has an impact on students' creative thinking and self-evaluation, but has no significant impact on execution effectiveness.

Authors:
Shu-Yin Yu, Ming-Chuan University, Taiwan

About the Presenter(s)
Dr Shu-Yin Yu is a University Assistant Professor/Lecturer at Ming-Chuan University in Taiwan

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