Abstract:

This article discusses ways to optimize results in the teaching-learning processes in Distance Learning by introducing resources to the virtual learning environment that provide creative interactivity, in a "new relationship model". The text suggests reflections on the graphic design and digital art professionals as pedagogically qualified to produce such resources. Although the current online education systems use up-to-date technologies, they need to be reconsidered in a context of innovation. This observation is neither limited to a technical matter of Information Technology management, nor to the teaching-learning relation in DE, nor even to the reproduction of traditional teaching models packed in shiny digital clothing. It considers new possibilities of optimization by using resources that focus on the student’s subjectivity. Self-training as means of self-development, as defined by the French sociologist Dumazedier (1995) presents independent, individual features from Greek models, clearly present in the ODL structure. These characteristics are facilitators to freedom and independence, but also help develop an environment conducive to isolation. So, in a process of distance teaching, it is even more necessary to stimulate students to be active, motivated and immersed in an environment that represents a new relationship. Not only the relational model, the "System Manager Database” (DBMS) created by Edgar Frank Codd in 1970, based on the principle that all data is stored in mathematical tables, but a new relational model designed and built based on students’ subjectivity, implying the involvement of their inner worlds, not only their social world. The use of media resources, digital or not, to address educational goals with creative interaction using visual arts and entertainment makes much sense in building this new relationship. However, production of teaching material using visual arts and play metaphor efficiently is a complex and multidisciplinary task, that demands trained professionals with different skills that go beyond those of graphic design, visual arts and instructional design professionals. This gap in the curriculum certainly precedes the difficulties in building a new, more creative, interactive relational model.