Abstract:

'No limits' is part of a Flipped Learning experience which follows the spirit of the European Higher Education Area, giving the students a core role in their own learning process. After the theoretical contents have been explained, the students are asked to illustrate them generating contents about the subject. In order to do so, they can use any format: traditional Word documents, PowerPoint presentations, posts or threads in social media, animated videos… These contents are shared with the class in the "content days", discussing their strengths and weaknesses.

Objectives:
The specific objectives of this practice are the following:
- To reinforce the students' role in the study of the subject, involving them in the creation of digital contents related with the Strategic Management of the company, testing their understanding of the subject, their creativity and their readiness for autonomous learning.
- To close the generational gap between the teacher and the students, integrating tools and communication channels used in the day-to-day life of students into teaching in order to facilitate the communication.
- To encourage students' creativity, avoiding the potential limitations that specific formats can place on their work and placing the quality of the contents above an excessively rigid formal scheme.

Materials and methods:
No limits' can be considered a Flipped Learning tool that is supported by the digital transformation of educational activity, a process that especially favors the implementation of this type of active methodologies. This experience contributes to changing the traditional structure of the course using a complete set of technological resources which include the Virtual Campus, different programs and apps and social media.

Results:
All the students prepared different contents for the subject. All of them delivered at least five of the eight proposed assignments, while only 1 student (assignment 8), 2 students (assignment 5) and 4 students (assignment 6) failed. The average marks achieved by the students were higher than in previous years.

Although many students opted for traditional formats such as a Word document to hand in some of their assignments, the use of other options, such as PowerPoint presentation, posters, publications on social media or animations, increased along the four-month period, becoming the majoritarian option in the last assignments.

The qualitative assessment by students has been very favorable: they enjoyed preparing the assignments, challenging themselves to use different communication channels in the different assignments.

Keywords:

Flipped learning, content creation, Business Management.