"CONNECTED TO"
  New Methodologies in
  Online Visual Communication Design Education  

"CONNECTED TO"
  New Methodologies in
  Online Visual Communication Design Education

"CONNECTED TO"
  New Methodologies in Online
  Visual Communication Design Education

"CONNECTED TO"
  New Methodologies in Online
  Visual Communication Design Education

"CONNECTED TO"
  New Methodologies in
  Online  Visual Communication
  Design Education

Since the COVID-19 pandemic started, we all have been connected to online education. Rather than lecturing at workshop ateliers and face-to-face meetings, we are limited with our computer screens, online audio-visual communication networks to be able to manage our courses as well as to continue dialogue with our students. Since the pandemic, physical and social isolation, the definition of private or public spaces in digital meeting platforms have been the key facts for design lecturers and students. The regulations or restrictions on online design education processes also directed the technical and pedagogical circumstances of the online teaching and learning methodologies.

To examine and discuss the current educational situation and create a systematic knowledge base about the scholarly research of remote/distance teaching of visual communication design, we organize two connected events this year. The first one, Grafist 24, is a peer-reviewed book that will be published in 2022. This will be a double-blind, peer-reviewed publication presenting the distance/remote visual communication design education experiences and visual communication design education research during the Covid-19 pandemic that can include studies ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic. This book targets the creative education methodologies during the pandemic and wishes to reveal or define the new perspectives and sustainable solutions in the field of visual design education that hasn't been technically applied or pedagogically systematized.

The second event, Grafist 25, is an online symposium that will be organized with the participation of the writers of the book's chapters and keynote speakers in November 2021. The online symposium is open for academicians, lecturers, and teaching assistants from the design disciplines. The program will be announced later.

Since the COVID-19 pandemic started, we all have been connected to online education. Rather than lecturing at workshop ateliers and face-to-face meetings, we are limited with our computer screens, online audio-visual communication networks to be able to manage our courses as well as to continue dialogue with our students. Since the pandemic, physical and social isolation, the definition of private or public spaces in digital meeting platforms have been the key facts for design lecturers and students. The regulations or restrictions on online design education processes also directed the technical and pedagogical circumstances of the online teaching and learning methodologies.

To examine and discuss the current educational situation and create a systematic knowledge base about the scholarly research of remote/distance teaching of visual communication design, we organize two connected events this year. The first one, Grafist 24, is a peer-reviewed book that will be published in 2022. This will be a double-blind, peer-reviewed publication presenting the distance/remote visual communication design education experiences and visual communication design education research during the Covid-19 pandemic that can include studies ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic. This book targets the creative education methodologies during the pandemic and wishes to reveal or define the new perspectives and sustainable solutions in the field of visual design education that hasn't been technically applied or pedagogically systematized.

The second event, Grafist 25, is an online symposium that will be organized with the participation of the writers of the book's chapters and keynote speakers in November 2021. The online symposium is open for academicians, lecturers, and teaching assistants from the design disciplines. The program will be announced later.

Since the COVID-19 pandemic started, we all have been connected to online education. Rather than lecturing at workshop ateliers and face-to-face meetings, we are limited with our computer screens, online audio-visual communication networks to be able to manage our courses as well as to continue dialogue with our students. Since the pandemic, physical and social isolation, the definition of private or public spaces in digital meeting platforms have been the key facts for design lecturers and students. The regulations or restrictions on online design education processes also directed the technical and pedagogical circumstances of the online teaching and learning methodologies.

To examine and discuss the current educational situation and create a systematic knowledge base about the scholarly research of remote/distance teaching of visual communication design, we organize two connected events this year. The first one, Grafist 24, is a peer-reviewed book that will be published in 2022. This will be a double-blind, peer-reviewed publication presenting the distance/remote visual communication design education experiences and visual communication design education research during the Covid-19 pandemic that can include studies ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic. This book targets the creative education methodologies during the pandemic and wishes to reveal or define the new perspectives and sustainable solutions in the field of visual design education that hasn't been technically applied or pedagogically systematized.

The second event, Grafist 25, is an online symposium that will be organized with the participation of the writers of the book's chapters and keynote speakers in November 2021. The online symposium is open for academicians, lecturers, and teaching assistants from the design disciplines. The program will be announced later.

Since the COVID-19 pandemic started, we all have been connected to online education. Rather than lecturing at workshop ateliers and face-to-face meetings, we are limited with our computer screens, online audio-visual communication networks to be able to manage our courses as well as to continue dialogue with our students. Since the pandemic, physical and social isolation, the definition of private or public spaces in digital meeting platforms have been the key facts for design lecturers and students. The regulations or restrictions on online design education processes also directed the technical and pedagogical circumstances of the online teaching and learning methodologies.

To examine and discuss the current educational situation and create a systematic knowledge base about the scholarly research of remote/distance teaching of visual communication design, we organize two connected events this year. The first one, Grafist 24, is a peer-reviewed book that will be published in 2022. This will be a double-blind, peer-reviewed publication presenting the distance/remote visual communication design education experiences and visual communication design education research during the Covid-19 pandemic that can include studies ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic. This book targets the creative education methodologies during the pandemic and wishes to reveal or define the new perspectives and sustainable solutions in the field of visual design education that hasn't been technically applied or pedagogically systematized.

The second event, Grafist 25, is an online symposium that will be organized with the participation of the writers of the book's chapters and keynote speakers in November 2021. The online symposium is open for academicians, lecturers, and teaching assistants from the design disciplines. The program will be announced later.

Since the COVID-19 pandemic started, we all have been connected to online education. Rather than lecturing at workshop ateliers and face-to-face meetings, we are limited with our computer screens, online audio-visual communication networks to be able to manage our courses as well as to continue dialogue with our students. Since the pandemic, physical and social isolation, the definition of private or public spaces in digital meeting platforms have been the key facts for design lecturers and students. The regulations or restrictions on online design education processes also directed the technical and pedagogical circumstances of the online teaching and learning methodologies.

To examine and discuss the current educational situation and create a systematic knowledge base about the scholarly research of remote/distance teaching of visual communication design, we organize two connected events this year. The first one, Grafist 24, is a peer-reviewed book that will be published in 2022. This will be a double-blind, peer-reviewed publication presenting the distance/remote visual communication design education experiences and visual communication design education research during the Covid-19 pandemic that can include studies ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic. This book targets the creative education methodologies during the pandemic and wishes to reveal or define the new perspectives and sustainable solutions in the field of visual design education that hasn't been technically applied or pedagogically systematized.

The second event, Grafist 25, is an online symposium that will be organized with the participation of the writers of the book's chapters and keynote speakers in November 2021. The online symposium is open for academicians, lecturers, and teaching assistants from the design disciplines. The program will be announced later.

Grafist invites high-quality papers presenting the distance/remote communication design education experiences and educational research during COVID-19 pandemic. The language of the publication will be in Turkish and English. Manuscripts are welcome ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic, included but not limited to the following topics:

Grafist invites high-quality papers presenting the distance/remote communication design education experiences and educational research during COVID-19 pandemic. The language of the publication will be in Turkish and English. Manuscripts are welcome ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic, included but not limited to the following topics:

Grafist invites high-quality papers presenting the distance/remote communication design education experiences and educational research during COVID-19 pandemic. The language of the publication will be in Turkish and English. Manuscripts are welcome ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic, included but not limited to the following topics:

Grafist invites high-quality papers presenting the distance/remote communication design education experiences and educational research during COVID-19 pandemic. The language of the publication will be in Turkish and English. Manuscripts are welcome ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic, included but not limited to the following topics:

Grafist invites high-quality papers presenting the distance/remote communication design education experiences and educational research during COVID-19 pandemic. The language of the publication will be in Turkish and English. Manuscripts are welcome ranging from course case studies to investigations, research, and discussions about the possible change and improvements of visual communication design education during and after the pandemic, included but not limited to the following topics:

• Course case studies (including courses on basic design, presentation, animation, and visualization in all design areas)
• Discussions of the possibility of distance/remote learning in visual communication design
• Theory, philosophy & methodology of distance/remote visual communication design education
• Recent research in distance/remote design education
• Experimental instructional distance/remote visual communication design education methodologies
• Adaptation of the course curriculum
• Adaptation of the course content
• Assessment of student output
• Psychology of teaching staff
• Psychology of students
• New teaching skills gained during distance/remote teaching
• Collective, collaborative & interdisciplinary design teaching experiences
• Technical limitations or regulations in online education platforms concerning visual communication design education field
• Creative learning environments in distance/remote visual communication design education
• Virtual/augmented/mixed realities in visual communication design education

• Course case studies (including courses on basic design, presentation, animation, and visualization in all design areas)
• Discussions of the possibility of distance/remote learning in visual communication design
• Theory, philosophy & methodology of distance/remote visual communication design education
• Recent research in distance/remote design education
• Experimental instructional distance/remote visual communication design education methodologies
• Adaptation of the course curriculum
• Adaptation of the course content
• Assessment of student output
• Psychology of teaching staff
• Psychology of students
• New teaching skills gained during distance/remote teaching
• Collective, collaborative & interdisciplinary design teaching experiences
• Technical limitations or regulations in online education platforms concerning visual communication design education field
• Creative learning environments in distance/remote visual communication design education
• Virtual/augmented/mixed realities in visual communication design education 

• Course case studies (including courses on basic design, presentation, animation, and visualization in all design areas)
• Discussions of the possibility of distance/remote learning in visual communication design
• Theory, philosophy & methodology of distance/remote visual communication design education
• Recent research in distance/remote design education
• Experimental instructional distance/remote visual communication design education methodologies
• Adaptation of the course curriculum
• Adaptation of the course content
• Assessment of student output
• Psychology of teaching staff
• Psychology of students
• New teaching skills gained during distance/remote teaching
• Collective, collaborative & interdisciplinary design teaching experiences
• Technical limitations or regulations in online education platforms concerning visual communication design education field
• Creative learning environments in distance/remote visual communication design education
• Virtual/augmented/mixed realities in visual communication design education

• Course case studies (including courses on basic design, presentation, animation, and visualization in all design areas)
• Discussions of the possibility of distance/remote learning in visual communication design
• Theory, philosophy & methodology of distance/remote visual communication design education
• Recent research in distance/remote design education
• Experimental instructional distance/remote visual communication design education methodologies
• Adaptation of the course curriculum
• Adaptation of the course content
• Assessment of student output
• Psychology of teaching staff
• Psychology of students
• New teaching skills gained during distance/remote teaching
• Collective, collaborative & interdisciplinary design teaching experiences
• Technical limitations or regulations in online education platforms concerning visual communication design education field
• Creative learning environments in distance/remote visual communication design education
• Virtual/augmented/mixed realities in visual communication
design education

• Course case studies (including courses on basic design, presentation, animation, and visualization in all design areas)
• Discussions of the possibility of distance/remote learning in visual communication design
• Theory, philosophy & methodology of distance/remote visual communication design education
• Recent research in distance/remote design education
• Experimental instructional distance/remote visual communication design education methodologies
• Adaptation of the course curriculum
• Adaptation of the course content
• Assessment of student output
• Psychology of teaching staff
• Psychology of students
• New teaching skills gained during distance/remote teaching
• Collective, collaborative & interdisciplinary design teaching experiences
• Technical limitations or regulations in online education platforms concerning visual communication design education field
• Creative learning environments in distance/remote visual communication design education
• Virtual/augmented/mixed realities in visual communication design education

Selected chapters will be presented online by the authors during Grafist 25 Online Symposium in November 2021.

Recommended Topics to Be Covered in Chapters
It is recommended that the manuscripts cover the following topics in the body of the text to create a systematic knowledge base.

   For course case studies:
• Name of the course
• Description of the course
• Number of participants of the course
• Number of teaching staff
• The planned learning outcome of the course before/during pandemic (how it was changed)
• Instructional philosophy behind the course before/during the pandemic (how it was changed)
• Pedagogical method before/during pandemic (how it was changed)
• Your comments about the success rate of the participants during the pandemic compared the rate before the pandemic. (Lower/higher and what can be the reason for this). If there is objective measures exist about the success rate, please share.
• Remote/distance learning technologies used in the course before/during the pandemic (how it was changed).
• Please describe how did you implement these technologies in the course.
• Assessment method before/during pandemic (how it was changed)
• The most common issue related to any element of the course before/during pandemic (how it was changed)
• Lessons learned during remote/distance education related to communication design education.
• Recommended further research related to remote/distance learning in visual communication design education.
• Affordances and Constraints of remote/distance learning in visual communication design education.
• Are you planning to enrich/develop your course material/instructional method after the pandemic, based on the lessons learned during the pandemic?

   For original research:
• Aim of the research
• Literature review
• Hypotheses
• Method of the research
• Details of the procedures
• Data collection instruments
• Methods of the data analysis
• Findings
• Discussion and comparison of the findings with
existing research in literature
• Conclusion

Selected chapters will be presented online by the authors during Grafist 25 Online Symposium in November 2021.

Recommended Topics to Be Covered in Chapters
It is recommended that the manuscripts cover the following topics in the body of the text to create a systematic knowledge base.

   For course case studies:
• Name of the course
• Description of the course
• Number of participants of the course
• Number of teaching staff
• The planned learning outcome of the course before/during pandemic (how it was changed)
• Instructional philosophy behind the course before/during the pandemic (how it was changed)
• Pedagogical method before/during pandemic (how it was changed)
• Your comments about the success rate of the participants during the pandemic compared the rate before the pandemic. (Lower/higher and what can be the reason for this). If there is objective measures exist about the success rate, please share.
• Remote/distance learning technologies used in the course before/during the pandemic (how it was changed).
• Please describe how did you implement these technologies in the course.
• Assessment method before/during pandemic (how it was changed)
• The most common issue related to any element of the course before/during pandemic (how it was changed)
• Lessons learned during remote/distance education related to communication design education.
• Recommended further research related to remote/distance learning in visual communication design education.
• Affordances and Constraints of remote/distance learning in visual communication design education.
• Are you planning to enrich/develop your course material/instructional method after the pandemic, based on the lessons learned during the pandemic?

   For original research:
• Aim of the research
• Literature review
• Hypotheses
• Method of the research
• Details of the procedures
• Data collection instruments
• Methods of the data analysis
• Findings
• Discussion and comparison of the findings with
existing research in literature
• Conclusion

Selected chapters will be presented online by the authors during Grafist 25 Online Symposium in November 2021.

Recommended Topics to Be Covered in Chapters
It is recommended that the manuscripts cover the following topics in the body of the text to create a systematic knowledge base.

   For course case studies:
• Name of the course
• Description of the course
• Number of participants of the course
• Number of teaching staff
• The planned learning outcome of the course before/during pandemic (how it was changed)
• Instructional philosophy behind the course before/during the pandemic (how it was changed)
• Pedagogical method before/during pandemic (how it was changed)
• Your comments about the success rate of the participants during the pandemic compared the rate before the pandemic. (Lower/higher and what can be the reason for this). If there is objective measures exist about the success rate, please share.
• Remote/distance learning technologies used in the course before/during the pandemic (how it was changed).
• Please describe how did you implement these technologies in the course.
• Assessment method before/during pandemic (how it was changed)
• The most common issue related to any element of the course before/during pandemic (how it was changed)
• Lessons learned during remote/distance education related to communication design education.
• Recommended further research related to remote/distance learning in visual communication design education.
• Affordances and Constraints of remote/distance learning in visual communication design education.
• Are you planning to enrich/develop your course material/instructional method after the pandemic, based on the lessons learned during the pandemic?

   For original research:
• Aim of the research
• Literature review
• Hypotheses
• Method of the research
• Details of the procedures
• Data collection instruments
• Methods of the data analysis
• Findings
• Discussion and comparison of the findings with
existing research in literature
• Conclusion

Selected chapters will be presented online by the authors during
Grafist 25 Online Symposium in November 2021.

Recommended Topics to Be Covered in Chapters
It is recommended that the manuscripts cover the following topics in the body of the text to create a systematic knowledge base.

   For course case studies:
• Name of the course
• Description of the course
• Number of participants of the course
• Number of teaching staff
• The planned learning outcome of the course before/during pandemic (how it was changed)
• Instructional philosophy behind the course before/during the pandemic (how it was changed)
• Pedagogical method before/during pandemic (how it was changed)
• Your comments about the success rate of the participants during the pandemic compared the rate before the pandemic. (Lower/higher and what can be the reason for this). If there is objective measures exist about the success rate, please share.
• Remote/distance learning technologies used in the course before/during the pandemic (how it was changed).
• Please describe how did you implement these technologies in the course.
• Assessment method before/during pandemic (how it was changed)
• The most common issue related to any element of the course before/during pandemic (how it was changed)
• Lessons learned during remote/distance education related to communication design education.
• Recommended further research related to remote/distance learning in visual communication design education.
• Affordances and Constraints of remote/distance learning in visual communication design education.
• Are you planning to enrich/develop your course material/instructional method after the pandemic, based on the lessons learned during the pandemic?

   For original research:
• Aim of the research
• Literature review
• Hypotheses
• Method of the research
• Details of the procedures
• Data collection instruments
• Methods of the data analysis
• Findings
• Discussion and comparison of the findings with
existing research in literature
• Conclusion

Selected chapters will be presented online by the authors during Grafist 25 Online Symposium in November 2021.

Recommended Topics to Be Covered in Chapters
It is recommended that the manuscripts cover the following topics in the body of the text to create a systematic knowledge base.

   For course case studies:
• Name of the course
• Description of the course
• Number of participants of the course
• Number of teaching staff
• The planned learning outcome of the course before/during pandemic (how it was changed)
• Instructional philosophy behind the course before/during the pandemic (how it was changed)
• Pedagogical method before/during pandemic (how it was changed)
• Your comments about the success rate of the participants during the pandemic compared the rate before the pandemic. (Lower/higher and what can be the reason for this). If there is objective measures exist about the success rate, please share.
• Remote/distance learning technologies used in the course before/during the pandemic (how it was changed).
• Please describe how did you implement these technologies in the course.
• Assessment method before/during pandemic (how it was changed)
• The most common issue related to any element of the course before/during pandemic (how it was changed)
• Lessons learned during remote/distance education related to communication design education.
• Recommended further research related to remote/distance learning in visual communication design education.
• Affordances and Constraints of remote/distance learning in visual communication design education.
• Are you planning to enrich/develop your course material/instructional method after the pandemic, based on the lessons learned during the pandemic?

   For original research:
• Aim of the research
• Literature review
• Hypotheses
• Method of the research
• Details of the procedures
• Data collection instruments
• Methods of the data analysis
• Findings
• Discussion and comparison of the findings with existing research in literature
• Conclusion

Extended Abstracts
Extended abstracts (references included max. 750 words) will be submitted for the first stage double-blind peer-review evaluation and feedback. Abstracts should be submitted online via this form.

Chapter Acceptance
Chapter acceptance will be subject to a two-stage reviewing process, consisting of a double-blind peer review of extended abstracts and a later full-length manuscripts.

Full Papers
Full papers will be subjected to double-blind peer review. The length of full papers will not be more than 4000 words including references, tables and figure captions.

Chapter Content
Chapters should contain original, previously unpublished work and not submitted to other journals or conferences. Content will be scanned by plagiarism detection software and any unusual similarities can be resulted with the rejection of the chapter. Detailed information related with the chapter structure and paper template will be announced later.

Extended Abstracts
Extended abstracts (references included max. 750 words) will be submitted for the first stage
double-blind peer-review evaluation and feedback. Abstracts should be submitted online via this form. 

Chapter Acceptance
Chapter acceptance will be subject to a two-stage reviewing process, consisting of a
double-blind peer review of extended abstracts and a later full-length manuscripts.

Full Papers
Full papers will be subjected to double-blind peer review. The length of full papers will not be more than 4000 words including references, tables and figure captions.

Chapter Content
Chapters should contain original, previously unpublished work and not submitted to other journals or conferences. Content will be scanned by plagiarism detection software and any unusual similarities can be resulted with the rejection of the chapter. Detailed information related with the chapter structure and paper template will be announced later.

Extended Abstracts
Extended abstracts (references included max. 750 words) will be submitted for the first stage double-blind peer-review evaluation and feedback. Abstracts should be submitted online via this form. 

Chapter Acceptance
Chapter acceptance will be subject to a two-stage reviewing process, consisting of a double-blind peer review of extended abstracts and a later full-length manuscripts.

Full Papers
Full papers will be subjected to double-blind peer review. The length of full papers will not be more than 4000 words including references, tables and figure captions.

Chapter Content
Chapters should contain original, previously unpublished work and not submitted to other journals or conferences. Content will be scanned by plagiarism detection software and any unusual similarities can be resulted with the rejection of the chapter. Detailed information related with the chapter structure and paper template will be announced later.

Extended Abstracts
Extended abstracts (references included max. 750 words) will be submitted for the first stage double-blind peer-review evaluation and feedback. Abstracts should be submitted online via this form. 

Chapter Acceptance
Chapter acceptance will be subject to a two-stage reviewing process, consisting of a double-blind peer review of extended abstracts and a later full-length manuscripts.

Full Papers
Full papers will be subjected to double-blind peer review. The length of full papers will not be more than 4000 words including references, tables and figure captions.

Chapter Content
Chapters should contain original, previously unpublished work and not submitted to other journals or conferences. Content will be scanned by plagiarism detection software and any unusual similarities can be resulted with the rejection of the chapter. Detailed information related with the chapter structure and paper template will be announced later.

Extended Abstracts
Extended abstracts (references included max. 750 words) will be submitted for the first stage double-blind peer-review evaluation and feedback. Abstracts should be submitted online via this form.

Chapter Acceptance
Chapter acceptance will be subject to a two-stage reviewing process, consisting of a double-blind peer review of extended abstracts and a later full-length manuscripts.

Full Papers
Full papers will be subjected to double-blind peer review. The length of full papers will not be more than 4000 words including references, tables and figure captions.

Chapter Content
Chapters should contain original, previously unpublished work and not submitted to other journals or conferences. Content will be scanned by plagiarism detection software and any unusual similarities can be resulted with the rejection of the chapter. Detailed information related with the chapter structure and paper template will be announced later.

Scientific Committee
Andrea Wilkinson LUCA School of Arts
Ayşegül İzer Mimar Sinan Fine Arts University
Banu İnanç Uyan Dur FMV Işık University
Barış Atiker Bahçeşehir University
Başak Ürkmez Mimar Sinan Fine Arts University
Bernard J. Canniffe Iowa State University
Bülent Onur Turan Mimar Sinan Fine Arts University
Ceren Çalışkan İstanbul Arel University
Chrissie Tiller
Cinzia Ferrarara Università degli Studi di Palermo
Çağdaş Erbaş
Dalsu Özgen Koçyıldırım Middle East Technical University
Daniela Piscitelli Università degli Studi della Campania
Daniele Savasta Yaşar University
Dilek Bektaş Mimar Sinan Fine Arts University
Elisabeth Resnick Massachusetts College of Art and Design
Filip Blažek Academy of Arts, Architecture and Design in Prague
Güven Çatak Bahçeşehir University
Hakan Ertep Yaşar University
Halil İbrahim Erhan Simon Fraser University
Helen Armstrong North Carolina State University
Jasjit Singh Lund University School of Industrial Design
Kürşat Çağıltay Middle East Technical University
Majid Abbasi
Marcel Bencik Academy of Fine Arts and Design in Bratislava
Melike Taşçıoğlu Anadolu University
Nikki Gonnissen
Onur Yazıcıgil Sabancı University
Özlem Mutaf Büyükarman Yeditepe University
Salih Ofluoğlu Mimar Sinan Fine Arts University
Sarah Burkhardt Burg Giebichenstein University of Art and Design Halle
Tevfik Balcıoğlu Arkın University
Tevfik Fikret Uçar Anadolu University
T. Melih Görgün Mimar Sinan Fine Arts University
Silke Lange University of the Arts London Central Saint Martins
Togan Tong Yıldız Techical University
Tomesz Bierkowski Academy of Fine Arts and Design in Katowice

Organizing Committee
Grafist Organization Committee

Grafist 24 Book Editors
Çetin Tüker Mimar Sinan Fine Arts University, Fine Arts Faculty, Graphic Design Department
Ilgım Veryeri Alaca Koç University, Media And Visual Arts Department
Leman Figen Gül İstanbul Technical University, Architecture Faculty, Architecture Department

Scientific Committee
Andrea Wilkinson LUCA School of Arts
Ayşegül İzer Mimar Sinan Fine Arts University
Banu İnanç Uyan Dur FMV Işık University
Barış Atiker Bahçeşehir University
Başak Ürkmez Mimar Sinan Fine Arts University
Bernard J. Canniffe Iowa State University
Bülent Onur Turan Mimar Sinan Fine Arts University
Ceren Çalışkan İstanbul Arel University
Chrissie Tiller
Cinzia Ferrarara Università degli Studi di Palermo
Çağdaş Erbaş
Dalsu Özgen Koçyıldırım Middle East Technical University
Daniela Piscitelli Università degli Studi della Campania
Daniele Savasta Yaşar University
Dilek Bektaş Mimar Sinan Fine Arts University
Elisabeth Resnick Massachusetts College of Art and Design
Filip Blažek Academy of Arts, Architecture and Design in Prague
Güven Çatak Bahçeşehir University
Hakan Ertep Yaşar University
Halil İbrahim Erhan Simon Fraser University
Helen Armstrong North Carolina State University
Jasjit Singh Lund University School of Industrial Design
Kürşat Çağıltay Middle East Technical University
Majid Abbasi
Marcel Bencik Academy of Fine Arts and Design in Bratislava
Melike Taşçıoğlu Anadolu University
Nikki Gonnissen
Onur Yazıcıgil Sabancı University
Özlem Mutaf Büyükarman Yeditepe University
Salih Ofluoğlu Mimar Sinan Fine Arts University
Sarah Burkhardt Burg Giebichenstein University of Art and Design Halle
Tevfik Balcıoğlu Arkın University
Tevfik Fikret Uçar Anadolu University
T. Melih Görgün Mimar Sinan Fine Arts University
Silke Lange University of the Arts London Central Saint Martins
Togan Tong Yıldız Techical University
Tomesz Bierkowski Academy of Fine Arts and Design in Katowice

Organizing Committee
Grafist Organization Committee

Grafist 24 Book Editors
Çetin Tüker Mimar Sinan Fine Arts University, Fine Arts Faculty, Graphic Design Department
Ilgım Veryeri Alaca Koç University, Media And Visual Arts Department
Leman Figen Gül İstanbul Technical University, Architecture Faculty, Architecture Department

Scientific Committee
Andrea Wilkinson LUCA School of Arts
Ayşegül İzer Mimar Sinan Fine Arts University
Banu İnanç Uyan Dur FMV Işık University
Barış Atiker Bahçeşehir University
Başak Ürkmez Mimar Sinan Fine Arts University
Bernard J. Canniffe Iowa State University
Bülent Onur Turan Mimar Sinan Fine Arts University
Ceren Çalışkan İstanbul Arel University
Chrissie Tiller
Cinzia Ferrarara Università degli Studi di Palermo
Çağdaş Erbaş
Dalsu Özgen Koçyıldırım Middle East Technical University
Daniela Piscitelli Università degli Studi della Campania
Daniele Savasta Yaşar University
Dilek Bektaş Mimar Sinan Fine Arts University
Elisabeth Resnick Massachusetts College of Art and Design
Filip Blažek Academy of Arts, Architecture and Design in Prague
Güven Çatak Bahçeşehir University
Hakan Ertep Yaşar University
Halil İbrahim Erhan Simon Fraser University
Helen Armstrong North Carolina State University
Jasjit Singh Lund University School of Industrial Design
Kürşat Çağıltay Middle East Technical University
Majid Abbasi
Marcel Bencik Academy of Fine Arts and Design in Bratislava
Melike Taşçıoğlu Anadolu University
Nikki Gonnissen
Onur Yazıcıgil Sabancı University
Özlem Mutaf Büyükarman Yeditepe University
Salih Ofluoğlu Mimar Sinan Fine Arts University
Sarah Burkhardt Burg Giebichenstein University of Art and Design Halle
Tevfik Balcıoğlu Arkın University
Tevfik Fikret Uçar Anadolu University
T. Melih Görgün Mimar Sinan Fine Arts University
Silke Lange University of the Arts London Central Saint Martins
Togan Tong Yıldız Techical University
Tomesz Bierkowski Academy of Fine Arts and Design in Katowice

Organizing Committee
Grafist Organization Committee

Grafist 24 Book Editors
Çetin Tüker Mimar Sinan Fine Arts University, Fine Arts Faculty, Graphic Design Department
Ilgım Veryeri Alaca Koç University, Media And Visual Arts Department
Leman Figen Gül İstanbul Technical University, Architecture Faculty, Architecture Department

Scientific Committee
Andrea Wilkinson LUCA School of Arts
Ayşegül İzer Mimar Sinan Fine Arts University
Banu İnanç Uyan Dur FMV Işık University
Barış Atiker Bahçeşehir University
Başak Ürkmez Mimar Sinan Fine Arts University
Bernard J. Canniffe Iowa State University
Bülent Onur Turan Mimar Sinan Fine Arts University
Ceren Çalışkan İstanbul Arel University
Chrissie Tiller
Cinzia Ferrarara Università degli Studi di Palermo
Çağdaş Erbaş
Dalsu Özgen Koçyıldırım Middle East Technical University
Daniela Piscitelli Università degli Studi della Campania
Daniele Savasta Yaşar University
Dilek Bektaş Mimar Sinan Fine Arts University
Elisabeth Resnick Massachusetts College of Art and Design
Filip Blažek Academy of Arts, Architecture and Design in Prague
Güven Çatak Bahçeşehir University
Hakan Ertep Yaşar University
Halil İbrahim Erhan Simon Fraser University
Helen Armstrong North Carolina State University
Jasjit Singh Lund University School of Industrial Design
Kürşat Çağıltay Middle East Technical University
Majid Abbasi
Marcel Bencik Academy of Fine Arts and Design in Bratislava
Melike Taşçıoğlu Anadolu University
Nikki Gonnissen
Onur Yazıcıgil Sabancı University
Özlem Mutaf Büyükarman Yeditepe University
Salih Ofluoğlu Mimar Sinan Fine Arts University
Sarah Burkhardt Burg Giebichenstein University of Art and Design Halle
Tevfik Balcıoğlu Arkın University
Tevfik Fikret Uçar Anadolu University
T. Melih Görgün Mimar Sinan Fine Arts University
Silke Lange University of the Arts London Central Saint Martins
Togan Tong Yıldız Techical University
Tomesz Bierkowski Academy of Fine Arts and Design in Katowice

Organizing Committee
Grafist Organization Committee

Grafist 24 Book Editors
Çetin Tüker Mimar Sinan Fine Arts University, Fine Arts Faculty, Graphic Design Department
Ilgım Veryeri Alaca Koç University, Media And Visual Arts Department
Leman Figen Gül İstanbul Technical University, Architecture Faculty, Architecture Department

Scientific Committee
Andrea Wilkinson LUCA School of Arts
Ayşegül İzer Mimar Sinan Fine Arts University
Banu İnanç Uyan Dur FMV Işık University
Barış Atiker Bahçeşehir University
Başak Ürkmez Mimar Sinan Fine Arts University
Bernard J. Canniffe Iowa State University
Bülent Onur Turan Mimar Sinan Fine Arts University
Ceren Çalışkan İstanbul Arel University
Chrissie Tiller
Cinzia Ferrarara Università degli Studi di Palermo
Çağdaş Erbaş
Dalsu Özgen Koçyıldırım Middle East Technical University
Daniela Piscitelli Università degli Studi della Campania
Daniele Savasta Yaşar University
Dilek Bektaş Mimar Sinan Fine Arts University
Elisabeth Resnick Massachusetts College of Art and Design
Filip Blažek Academy of Arts, Architecture and Design in Prague
Güven Çatak Bahçeşehir University
Hakan Ertep Yaşar University
Halil İbrahim Erhan Simon Fraser University
Helen Armstrong North Carolina State University
Jasjit Singh Lund University School of Industrial Design
Kürşat Çağıltay Middle East Technical University
Majid Abbasi
Marcel Bencik Academy of Fine Arts and Design in Bratislava
Melike Taşçıoğlu Anadolu University
Nikki Gonnissen
Onur Yazıcıgil Sabancı University
Özlem Mutaf Büyükarman Yeditepe University
Salih Ofluoğlu Mimar Sinan Fine Arts University
Sarah Burkhardt Burg Giebichenstein University of Art and Design Halle
Tevfik Balcıoğlu Arkın University
Tevfik Fikret Uçar Anadolu University
T. Melih Görgün Mimar Sinan Fine Arts University
Silke Lange University of the Arts London Central Saint Martins
Togan Tong Yıldız Techical University
Tomesz Bierkowski Academy of Fine Arts and Design in Katowice

Organizing Committee
Grafist Organization Committee

Grafist 24 Book Editors
Çetin Tüker Mimar Sinan Fine Arts University, Fine Arts Faculty, Graphic Design Department
Ilgım Veryeri Alaca Koç University, Media And Visual Arts Department
Leman Figen Gül İstanbul Technical University, Architecture Faculty, Architecture Department