Cooperative Methods as a Trigger for Active Learning in Graphic Design Course

Abstract

This project was the beginning of the implementation of a set of pedagogical practices where we tried to study the effectiveness of the application of cooperative methods and active learning in Higher Education in large classes and where the theoretical contents challenge the attention of an audience with the expectation of dynamic and group classes, outside the traditional models. The initiative presented here was developed in 2016/17 school year, during the 1st year of the Graphic Design course, within the scope of the History and Theory of Graphic Design II curricular unit. This article aims to clarify the various phases in which the proposal was structured, the importance of each one at the time of learning, the instru-ments and pedagogical strategies used. These phases will be illustrated with classroom images. After this approach, we will move on to the global analysis of the success of the strategy adopted (according to the student's and teacher's perspectives) and a reflection on results, implications, recommendations, open questions, and applicability to other pedagogical contexts. We believe it is important to mention that this activity stems from the teacher's concern with capturing the students’ attention and involvement with contents of a theoretical nature, a teaching-learning context where essentially practical and creative approaches prevail.