Abstract

The current reality means to grow economically in a sustainable way with more and better jobs and greater social cohesion. This entails a great challenge for higher education institutions, which must train professionals with the capacity to adapt to a very dynamic and demanding society. In this sense, University teaching, for some time now, tends to change the pattern of habitual functioning in university teaching, which involves an ambitious change in the teaching strategies hitherto used. Due to the above, different methodologies such as project-based learning, problem-based learning and, ultimately, design-based learning (ABED) have been appearing and applying to the teaching and learning process, which has been successful in terms of learning outcomes and especially in the motivation of students and teachers, demonstrated in the experiences developed in the United States. The present study, in a collaborative way between professors Industrial Design and Pedagogy of a state University, located in the south center of Chile, implements the learning strategy based on Design (AED), from the development of a project from both disciplinary fields. The methodology is developed in the stages described for the Compass model of Index 1) prepare, 2) Perceive, 3) prototype and 4) produce, with the objective of unveiling the perceptions of Industrial Design and Pedagogy students when experimenting with the strategy ABED. For this, from the study a survey has been prepared that the students answer voluntarily and anonymously. The results obtained show the students' perception regarding their level of competence acquisition such as learning based on sustainable development, creativity, metacognition, inclusion, decision making, team work or critical reasoning in the analysis and evaluation of alternatives, so important for a satisfactory performance of the tasks of each profession. As future professionals, most of the students value the strategy in the development of quick and accurate projects. Between the two groups of students, it should be noted that in Industrial Design, the efficiency of the method is prioritized, while the pedagogy students value the didactic transposition of the latter. In conclusion, the use of ABED as a learning strategy allows us to favor on the one hand the exercise of different transversal competences, considered fundamental in the professional development of both disciplines, and on the other hand to facilitate a constructive learning that will suppose a more significant acquisition of knowledge in the participating students. The projects and prototypes were achieved through collaborative work, which in turn implies an extraordinary coordination on the part of the students and achieves a level of involvement of all the participants, hardly observable through other traditional didactic methodologies.