WEB 2.0 TOOLS FOR TECHNICAL TEACHING OF INDUSTRIAL DESIGN. THE BLOG AS A RESOURCE FOR LEARNING, CRITICAL THINKING AND DISSEMINATION OF RESULTS
In the ongoing improvement process of teaching in the European Higher Education Area we find ourselves with the challenge to introduce new work methods that are appropriated for each kind of activity, particularly those methodologies based on the resources provided by Web 2.0. In technical Degrees we often find highly practical subjects formed by several laboratory groups in which students develop the first three-dimensional concepts linked to a new product, and where it is required an active and critical attitude with the own work at every moment. This is the case of the compulsory subject ‘Modelmaking workshop’, taught in the Degree in Industrial Design and Product Developement at Universitat Jaume I (Castellón, Spain).
This subject enables students to develop a series of practical exercises in which they can learn different techniques to carry out their own designs as experimental models. Although the outcome of the exercises is generally satisfactory it is detected a lack of student involvement and a little participatory attitude during the course. Therefore, it is considered appropriate to introduce collective activities that encourage student participation and self-evaluation, in order to enhance the ability of critical and analytical observation.
This article presents the positive results of an educational improvement project that had four objectives: to introduce properly the new platforms of the Internet as a means of dissemination of projects, acquiring skills in photography, creating synergies among students in five groups of this subject and encourage analytical and critical spirit. To do this we proceeded to create a blog to host written content and pictures based on their projects. Students performed a critical-constructive analysis of the projects of their classmates, getting feedback of their work and obtaining enriching points of view that helped them to become aware of of the positive and negative aspects of the work done on the subject, allowing to establish a dialogue between the author of the project and the other students.