It is surprising the wide variety of professional profiles of students that attend certain graphic design training courses in order to acquire and / or complete basic knowledge on this subject. Usually participants have a lack of knowledge about this field that is compensated with an unusual illusion for the creation and their ability in the use of tools to develop their creativity (computer, printer, specific software, etc.).
This work is based on the analysis of the learning process of this kind of students along a graphic design course with a duration of 140 presencial hours and 20 distance project hours.

The central point is a questionnaire of nine questions that the student answers during the first and the last day of class. The result of the first survey allows the teacher to detect deficiencies that are common for all profiles in order to configure the content, didactic material and course development adapting it for both, for the whole group and for each student individually. In addition the result of the second survey make it possible to evaluate the effectiveness of the didactic methodology used as well as the competences acquired by the student.

This methodology based on collecting both the previous knowledge and the one acquired during the course shows the evolution of the student's learning in an objective way and gives the teacher concrete data on how his teaching has been perceived. Shortly it is a way of double checking if those skills and knowledge they wanted to transmit have been assimilated correctly.