Abstract:

The covid pandemic scenario forced some relevant changes in the didactical approach, mainly due to the implementation of teaching experiences by remote. The end of the most dramatic time gives the possibility to be back as usual but also the opportunity to keep some positive hints from this experience. This work analyzes the way two professors, involved in managing two different classes of the same academic course, approached the quick changes due to the emergency. The course has its focus on the use of digital modelling as a tool for project representation in the curriculum of industrial design B.Sc. students, and it’s organized as a workshop. The original aim was to have all the classes as same as possible in their general didactical organization because students cannot choose which class to attend. The sanitary emergency forced each teacher to quickly find a way to be efficient with his/her students, independently by the other teachers’ choices. At the end of the emergency, there is the opportunity to use the differences to setup a better teaching plan, so this work compares either the results of each class over the years and the results of the two classes year by year. Looking at the best and the worst experiences coming from this experience, tools, methods, and techniques any teachers would like to keep with them going in the future will be highlighted. The final step will be the description of the new common program coming out from the didactical experiences done at the pandemic time enriching the previous one.

Keywords:

Representation, Remote teaching, Digital modelling, Learning by doing, Inclusivity.