Abstract:

In society today, the continuous evolution of communication processes to a digital territory is progressively changing the way we interact. Often appear new virtual platforms oriented to stimulate delocalized and asynchronous social communication. The graphical interface of these platforms has continuous modifications to suit the needs and demands of increasingly demanding users.

However, this agile and continuous new models of social communication adaptation is slow and irregular when it comes to adapt to the Educational System. We believe that today is anachronistic focus current educational processes in face keynote sessions based on a one-way transmission of knowledge, for the sole purpose of accumulating information. So it seems necessary a change in methodology giving rise to new spaces in which students acquire new skills through critical dialogue between equals.

In the present study Flipped Learning methodology in the field of graphic design is applied, in order to reverse the traditional processes of teaching and learning, where typically learning the computer tool is developed in the classroom and moves the development creative proposals out of it.
In this methodological framework we aims to create a classroom space where the critical dialogue on communication processes that enable the transmission of ideas through a graphical language is enhanced. In contrast, the acquisition of digital skills for managing design tools shifts to the background. It is understood that it is easier for students to learn the tool outside academia that to learn the proper use of visual language.

Therefore, the development of the teaching-learning computer design tools are fully transferred to the virtual plane. To do this, small video tutorials that expose management of each tool and the procedures necessary to develop design proposals are used. To do this, small video tutorials are used explaining each tool and the procedures necessary for the development of design proposals. Each student works asynchronously, outside academia and can adapt their learning rhythm and dedication depending on their prior knowledge. Thus, it seeks to improve the effectiveness of teaching-learning process, devoting joint debate on creative design proposals and adjusting virtual sessions to the needs of each student.

The study was developed with students of Degree in Industrial Design and Product Development Engineering, Universidad Jaume I, Castellón, Spain.

Keywords:

Flipped learning, flipped classroom, b-learning, blended learning, design software, videos for learning, screencast, video tutorial.