Transformative Teaching

Abstract

Digital social communication is increasingly defining itself as a significant element not only for the staging and narration of all creative systems not only as a guide for new processes of visualisation, promotion and storytelling of the design system. Still, it is also capable of creating new relationships between teachers and students, who in this new digital educational sphere are no longer just spectators of the creative phases but are increasingly involved in processes of ‘co-creation of value’ and ‘cooperative investment’. Instagram, specifically, seems to offer an unmissable opportunity to implement innovative hybrid and interdisciplinary learning models. A learning system linked to different educational models, mediated by digital and aimed at managing those undefined solutions and problems that contemporary life poses as new challenges. A paradigmatic change in the typicality of individual experiential dimensions where the study of new pedagogical approaches and the renewal of the delivered contents become essential actions. In this context, communicating to teach and to learn becomes both the means of teaching and the end of learning. And to achieve correct and effective communication, it becomes crucial to consider the ‘multidimensional’ nature of communication related to the cognitive structures of today’s learners. The article presents the results of ongoing design course experiments using Instagram as a support channel for teaching activities. Experimentation stimulated student learning and facilitated teaching through dialogue, engagement and interaction.