Abstract:

Objectives
To emphasize the need, in digital learning -web classroom application- to define an appropriate method that focus the digital inquiry from drafting a guidelines set. To underline the utility of general and specific guidelines to pilot the student digital learning in 'history, theory and criticism of architecture' at the School of Architecture -Universidad Politécnica de Madrid-.

Conclusions
The use of general and specific guidelines is the only method to guarantee similar or superior results in digital learning as opposed to traditional lecturing on 'history, theory and criticism of architecture'. It is therefore convenient to encourage the teaching skills to define an appropriate methodology, based on the definition of general and specific guidelines.

Method and guidelines in digital learning
We understand that the difficulty in digital learning does not lie in applying digital tools -right software- but in defining the proper guidelines in order to ensure learning, edition and knowledge transfer.
In this sense, we consider the IBL -Inquiry Based Learning- the suitable method to warrant the acquisition, transmission, processing and storing of information of a particular subject in the university education.
For our purposes -the education in architecture -, we understand that once the technological skills are tested as suitable -training in technological resources and their classroom application- teachers must focus the digital education through:

1. State precisely the objectives and criteria of the research, according to the target achieved,
2. Select the exploration tools and the information management,
3. Define the pursuit results
4. Divert to the resources and educational content repositories -web pages, databases...-,
5. Delineate the goals and appropriate software to process the information results - 2D + 3D-,
6. Outline the evaluation and self-evaluation systems, and
7. Facilitate the storage and transmission of results.

The general and specific guidelines in digital learning: Constitute the elemental device to settle the digital education based on IBL; it is therefore a top priority to define the general guidelines -according to the analytical study of architecture- and the specific ones -according to the historical, theoretical, and critical study of architecture-. The guidelines must lead and manage the student digital search -supported by the advisory teacher-, promoting: 1. The acquisition of the proper information -exploration/selection-, 2. The analysis and synthesis of the information, 3. The definition of the objectives and systems -2D + 3D- that prevail in the processing of the information, and 4. The digital storing and publication of the information -2D + 3D-.

Postcript
The need to transform university learning into a more dynamic activity, -based on digital technologies-, as well as to motivate students towards knowledge training, will require the definition of a methodology based on the application.

Keywords:

Web Classroom Application Methodology, guidelines