Comunicación Visual Digital Educativa En La Formación De Estudiantes De Diseño Gráfico. Propuesta Metodológica De Planificación Estratégica

The emergence of digital instructional materials has come to impose bigger requirements on design as educational visual communication. It demands the graphic designer to perform complex tasks that require, on one hand, applying theoretical fundaments of strategic planning to the learner's interactions, and on the other, to interact in interdisciplinary teams for the development of his projects. This work explored whether students of graphic design at Universidad del Bío-Bío, Chile, when taught with a Theoretical-Methodological Strategy of Educational Digital Design, were able to acquire these two interaction competentes simultaneously. The experience is framed in the qualitative approach under the Action Research Methodology through the Case Study and Observation methods. Results point to the need to prioritize, or emphasize, digital design theory over software manipulation skills in the formation of graphic designers, preparing them to assemble interdisciplinary teams in this area. Likewise, the Strategy has been successfully assimilated by students, which opens the possibility of adding it to the standard graphic design curriculum. This would enable students to apply strategic planning skills not only to instructional content design, but also to their behavior in interdisciplinary teams. Due to its attributes, this Methodological Strategy can in principle constitute a model for replicable action, and with it, a contribution to the knowledge of educational digital visual communication. This would require, however, a longer implementation time for it to be assimilated as a metacognitive competence