UAB, Faculty of Communication Sciences, Department of Audiovisual Communication and Advertising

Propuesta de una metodología docente para aprender diseño gráfico en el marco del Espacio

Europeo de Educación Superior*

Daniel Tena, David Roca, Jordi Fernández

UAB, Departamento de Comunicación Audiovisual y de Publicidad, Facultad de Ciencias de la Comunicación

achievement evaluation of competences for subjects using the ECTS methodology regarding the professional profiles in

advertising.

UAB, Faculty of Communication Sciences, Department of Audiovisual Communication and Advertising


Learning Achievement in Creativity and Design Subjects according to Professional Profiles (2006)

European Transfer Credit System (ECTS) Methodology in the Degree of “Advertising and Public Relations” in Catalonia (Spain)






advertising.



Objectives To establish a monitoring control for assuring the learning processes according the Bologna criteria in teaching quality.

These objectives should be developed and applied during the teaching process of the subjects on study.

The project design considers future applications in subjects of Advertising degree, focusing on the achievements of professional competences and skills.






advertising.


5 Professional

Profiles in Advertising

1. Account Manager in Advertising and Public relations

2. Planner and Consultant in Commercial Communication and Public Relations

3. Consumer and Market Researcher

4. Media Planner

5. Creative, Designer and Production Manager






advertising.


The specific competence of study

Profile: Creative, Designer and Production Manager

SubjectIntroduction to Creativity in Advertising

IndicatorDevelop the productive thinking with originality, flexibility and fluency

SubjectPrint Design, Visual Composition and Technology

IndicatorDevelop ideas and concepts throughout visual and sound forms

artistic and creativity competence






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Teaching PotentialDependent Variable of teaching processes

This measurement permits to observe progressive accomplishment in the all-round education of competences, reciprocally depending on the students’ activities as well as on the methodology employed.

Its instrument should provide some values, which analysis measures the student’s learning performance level.

T1Initial Test

Results 0 of indicators

T2Final Test

Results 1 of indicators

Teaching Potential

Observed performance between the results of both tests






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Methodology Hypothesis The subjects that use ECTS methodology

increase academic performance in competences achieving more, in comparison with the previous teaching methodology.

Variables Both teaching methodologies, indicator results

for the studied competencies and conditional variables.

Sample University students in 1st year of Advertising

and Public Relations degree inside the Pilot Program with ECTS methodology.

Control groups University students of the same subjects in

creativity and design with non-ECTS methodology (subjects had to maintain round 80% of coincidence).






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Print Design, Visual Composition and Technology

Indicator

Develop ideas and concepts throughout visual and sound forms






advertising.


Print Design, Visual Composition and Technology

Results

The non significant differences between the teaching potential averages between the three groups under study show that the null hypothesis can not be refuted on the teaching potential equality between both methodologies with this design indicator.

Anyway, the experimental group’s two tests good results suggest the achievement degree tendency on the indicator, maintaining a good rhythm in the initial and final records.

Design Test - Visual ElementsEXPERIMENTAL Group

1.30

2.26

2.00

1.41

2.81

2.04

0,00

0,50

1,00

1,50

2,00

2,50

3,00

Medida Alignment Composition

Initial Test Final Test

Design Test - Visual Elements

Control Gruop - 1

1.29

2.22

1.44

1.63

2.39

1.41

0,00

0,50

1,00

1,50

2,00

2,50

3,00

Typography Alignment Composition


Design Test - Visual Elements

Control Group - 2

0.93

1.621.52

1.34

2.52

1.62

0,00

0,50

1,00

1,50

2,00

2,50

3,00

Typography Alignment Composition







advertising.


Introduction to Creativity in Advertising

Indicator

Develop the productive thinking with originality, flexibility and fluency.






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Results

The experimental group progress performance (M=169.35) was considerably superior to the results the control group obtained (M=63). Therefore, a significant difference was found in the teaching Potential between the two teaching methodologies (t(52)=5,14, p<,000)

The ECTS methodology group progressed at a 2.31 coefficient average, while the control group remained at a 1.67 level. This represents that with the ECTS methodology the ideas production test results have doubled, at least, the control group results.

Inficador: fluïdesa - grup ECTS

1732

4456

6984

97

112

127

41

86

120

153

183

216

241

268

292

0

50

100

150

200

250

300

5 10 15 20 25 30 35 40 45Temps (minuts)

ide

es

Test Inicial - grup ECTS Test Final - grup ECTS

Inficador: fluïdesa - grup de control

1830

44

5971

91

112

131

146

28

54

79

106

123

152

173

192

207

0

50

100

150

200

250

300

5 10 15 20 25 30 35 40 45

Temps (minuts)

ide

es

Test Inicial - grup de control Test Final - grup de control

Introduction to Creativity in Advertising






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Conclusions 1. First, the obtained results enable us to determine that the Bologna methodology application proves to have a greater teaching potential in one of the analysed subjects, “Introduction to Creativity in Advertising”, and that also identifies the student’s character that profit more from learning. In the other subject, the results are still not conclusive, although the good results’ rhythm shown at the beginning is observed and maintained.

2. Second, the analysed results enable to think the Bologna methodology use does not imply any retrocession in teaching terms. The research, thus, quantifies at what degree the learning performance is established with the teaching activities in the new methodology, expressed in this value of teaching potential.

INTEREST Finally, this Pilot Program degree subjects indicators and competence accomplishment analysis represents a protocol example to apply to other degree’s subjects. The detailed observation of the competence indicators prove that they are useful for measuring and guaranteeing the well conducted Bologna teaching methodology application quality level.






advertising.


Learning Achievement in Creativity and Design Subjects according to Professional Profiles (2006)

European Transfer Credit System (ECTS) Methodology in the Degree of “Advertising and Public Relations” in Catalonia (Spain)


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Documents

UAB, Faculty of Communication Sciences, Department of Audiovisual Communication and Advertising