**6. ArDIn basis**

All the ideas exposed are shown independently, they make up of the whole ArDIn concept method, though. This is not a closed structure, but as said in the introduction, they can change, adapt, grow, and sum up as they need while they carry out in a more complex molecule.

#### **6.1 Interdisciplinary nature**

Since 2001, facing the need of transferring technical drawing ideas to fine arts students, the idea of making teaching subjects in a wide range has been essential and compulsory. Fine arts students were reluctant to face technical issues, as for example axonometric perspective or other more difficult as dihedral system. The interest then was not only teaching the main concepts of the descriptive geometry but also showing the interest of introducing this way of seeing in their personal artistic work. They could learn how oriental artists are more prone to use axonometric drawing in their paints or cubist artists opted for the dihedral system.

Later on, at Universidad Nebrija, in 2005, the experience was inverted dealing with engineers facing a subject related to artistic drawing, as well as in the Polytechnic University of Madrid, in 2010 with a specific subject called "Artistic drawing." The main purpose was to introduce a different way of facing their studies in a more creative way.

In any case, the main goal wasn't teaching these artistic concepts in an isolated way but integrating the essence of each one in the other. From the beginning, the **interdisciplinary nature** was essential to better deal with any matter (**Figure 3**). Nowadays we try to integrate other subjects or approaches into one. The authors have worked with architects, engineers, chemists, and fashion designers, always following the STEAM mainstream, introduced by the Massachusetts Institute of Technology. Art has found a place between the other starting concepts like science, technology, engineering, and mathematics. They believe that art is essential to the creative environment.

Related with art, we propose sketch drawing as a fundamental tool to transmit ideas and the image as a worth value to understand the world surroundings. Thinking can be afforded by a visual process instead of dealing with words.

Since 2017 the authors have carried on three innovative projects. One of them is a narrow collaboration with the Fashion Design degree at the fashion design school of Madrid and the Architecture Fundamentals degree at the Polytechnic University of Madrid. All approaches were project-based learning, project-based challenge, and service-based learning, integrating students from different degrees and different year courses.

In one of them, students from architecture, fashion, and engineering in industrial design had to organize a fashion show, starting from choosing the fashion designer to their specific collection. They propose an architectural space to take

**79**

**Figure 4.**

**Figure 3.**

*ArDIn. Art, Design, and Engineering Merging in a New Method*

place and also design some furniture or element for the event. Students worked in an autonomous way in mixed groups. In the end, the Madrid Fashion Design Week

In 2018, some students participated in great collaboration with a teacher proposing an artistic piece to be shown in a cultural center in Madrid. For most of them, it

Director assessed all the projects during a group activity.

*Art piece process and final work (Etsidi and Silvia Nuere).*

*Interdisciplinary nature diagram (Silvia Nuere).*

was a new experience, and in the end they enjoyed it a lot (**Figure 4**).

*DOI: http://dx.doi.org/10.5772/intechopen.89201*

*ArDIn. Art, Design, and Engineering Merging in a New Method DOI: http://dx.doi.org/10.5772/intechopen.89201*

#### **Figure 3.**

*Narrative Transmedia*

illustrate them.

**6. ArDIn basis**

complex molecule.

the dihedral system.

in a more creative way.

creative environment.

ent year courses.

**6.1 Interdisciplinary nature**

in teaching and assessing.

teachers. The ETSIDI Design Association has already collaborated with the authors

All the ideas exposed are shown independently, they make up of the whole ArDIn concept method, though. This is not a closed structure, but as said in the introduction, they can change, adapt, grow, and sum up as they need while they carry out in a more

Since 2001, facing the need of transferring technical drawing ideas to fine arts students, the idea of making teaching subjects in a wide range has been essential and compulsory. Fine arts students were reluctant to face technical issues, as for example axonometric perspective or other more difficult as dihedral system. The interest then was not only teaching the main concepts of the descriptive geometry but also showing the interest of introducing this way of seeing in their personal artistic work. They could learn how oriental artists are more prone to use axonometric drawing in their paints or cubist artists opted for

Later on, at Universidad Nebrija, in 2005, the experience was inverted dealing with engineers facing a subject related to artistic drawing, as well as in the Polytechnic University of Madrid, in 2010 with a specific subject called "Artistic drawing." The main purpose was to introduce a different way of facing their studies

In any case, the main goal wasn't teaching these artistic concepts in an isolated way but integrating the essence of each one in the other. From the beginning, the **interdisciplinary nature** was essential to better deal with any matter (**Figure 3**). Nowadays we try to integrate other subjects or approaches into one. The authors have worked with architects, engineers, chemists, and fashion designers, always following the STEAM mainstream, introduced by the Massachusetts Institute of Technology. Art has found a place between the other starting concepts like science, technology, engineering, and mathematics. They believe that art is essential to the

Related with art, we propose sketch drawing as a fundamental tool to transmit ideas and the image as a worth value to understand the world surroundings. Thinking can be afforded by a visual process instead of dealing with words.

Since 2017 the authors have carried on three innovative projects. One of them is a narrow collaboration with the Fashion Design degree at the fashion design school of Madrid and the Architecture Fundamentals degree at the Polytechnic University of Madrid. All approaches were project-based learning, project-based challenge, and service-based learning, integrating students from different degrees and differ-

In one of them, students from architecture, fashion, and engineering in industrial design had to organize a fashion show, starting from choosing the fashion designer to their specific collection. They propose an architectural space to take

After exposing the main fundamentals of the ArDIn method, always surrounded by a fun and relaxed ambience, the different outlined concepts will be expound. Some real examples developed in the classroom, or outside it, will

**78**

*Interdisciplinary nature diagram (Silvia Nuere).*

**Figure 4.** *Art piece process and final work (Etsidi and Silvia Nuere).*

place and also design some furniture or element for the event. Students worked in an autonomous way in mixed groups. In the end, the Madrid Fashion Design Week Director assessed all the projects during a group activity.

In 2018, some students participated in great collaboration with a teacher proposing an artistic piece to be shown in a cultural center in Madrid. For most of them, it was a new experience, and in the end they enjoyed it a lot (**Figure 4**).

**Figure 5.** *Horizontal teaching-learning diagram (Silvia Nuere).*

#### **6.2 Horizontal teaching-learning**

Teaching in the twentieth century brings new ways of facing our job because of the facility access to information through the Internet. Our students, nowadays called digital natives, are well communicated and connected to the world through social media, and they use the Internet as part of their social environment and life. Obviously, teachers can have more knowledge because of their experience but sometimes are far from reality or are out-of-date.

Teacher experience will work as a mediator in the student learning process and must be open to new challenges, be flexible, and be far from the classic master classes. An interaction between both of them will bring new expectations. More than transferring knowledge, teachers must make sure that every student has enough curiosity to deal with new experiences and the knowledge inquisitiveness (**Figure 5**).

Some of the most explanatory examples are the ETSIDI Design Association [19] managed by some students of the Engineering in Industrial Design degree at the Polytechnic University of Madrid. In 2012 through another Educational Innovation Project, a design blog was created. This blog has evolved to a professional design blog where students are the only people in charge. They elaborate all the information published, in the fields of industrial design, creativity, and visual culture (**Figure 6**). They have not set barriers to the industrial design concept and have gone further considering visual culture as a whole immerse in a creative world.

This experience and post production as a design blog can be seen as a learning extension, inside a transmedia narrative, where students manage their own blog, related to school, but with complete freedom to upload the contents. Teachers are no longer in charge of the blog, and as new students are told about it, they become new members and new content generators.

**81**

*ArDIn. Art, Design, and Engineering Merging in a New Method*

software. They start teaching while being students, and they reinforce the classes

In a close relation with the previous theme, there is a collaborative proposal in different ways. The horizontal teaching must also include synergetic approaches. We have also mentioned working with other degrees, but it is also interesting to look into your own school to force intersubject working combinations. As we defend cross discipline, we have to find synergies between subjects taught in our school (**Figure 7**). Only in that way, they will understand the importance of the interdisciplinary nature. In the year 2013, in the basic design subject, we proposed to design a dinosaur 13 meters long by 7 meters high. It was an exercise dealing with making a figure made only with cardboard triangles with no structure inside. Students worked in groups, and for the final assembly, we rely on the mechanical resistance teachers to secure the figure. Some days after, this dinosaur made part of a fashion show (**Figures 8** and **9**). Two years later, we built, in the same way, a giant octopus that occupied the whole entrance of the school. An engineer teacher made a 3D movie scanner to visualize the animal, showing the power of this technology and a way to spread the

This year, chemistry teachers have taught a ceramic color master class to our design students, in order to understand the close relation between both subjects, chemistry and industrial design. They can approach color theory from different points of view, the artistic one and the chemical one, in order to connect both

In the engineering in Industrial Design degree from the Polytechnic University of Madrid, there is a competency that is common to all the degrees. It is also implemented in the Superior Technical School of Engineering and Industrial Design.

*DOI: http://dx.doi.org/10.5772/intechopen.89201*

received from teachers.

*ETSIDI Design main webpage.*

**Figure 6.**

concepts (**Figure 12**).

**6.3 Collaborative teaching-learning**

work done by the students (**Figures 10** and **11**).

**6.4 Teaching: professional career connection**

This association also organizes silk-screen printing workshops for the school students and courses related to technical skills as the use of specific drawing

*ArDIn. Art, Design, and Engineering Merging in a New Method DOI: http://dx.doi.org/10.5772/intechopen.89201*

**Figure 6.** *ETSIDI Design main webpage.*

*Narrative Transmedia*

**6.2 Horizontal teaching-learning**

*Horizontal teaching-learning diagram (Silvia Nuere).*

**Figure 5.**

sometimes are far from reality or are out-of-date.

members and new content generators.

Teaching in the twentieth century brings new ways of facing our job because of the facility access to information through the Internet. Our students, nowadays called digital natives, are well communicated and connected to the world through social media, and they use the Internet as part of their social environment and life. Obviously, teachers can have more knowledge because of their experience but

Teacher experience will work as a mediator in the student learning process and must be open to new challenges, be flexible, and be far from the classic master classes. An interaction between both of them will bring new expectations. More than transferring knowledge, teachers must make sure that every student has enough curiosity to deal with new experiences and the knowledge inquisitiveness (**Figure 5**). Some of the most explanatory examples are the ETSIDI Design Association [19] managed by some students of the Engineering in Industrial Design degree at the Polytechnic University of Madrid. In 2012 through another Educational Innovation Project, a design blog was created. This blog has evolved to a professional design blog where students are the only people in charge. They elaborate all the information published, in the fields of industrial design, creativity, and visual culture (**Figure 6**). They have not set barriers to the industrial design concept and have gone further considering visual culture as a whole immerse in a creative world. This experience and post production as a design blog can be seen as a learning extension, inside a transmedia narrative, where students manage their own blog, related to school, but with complete freedom to upload the contents. Teachers are no longer in charge of the blog, and as new students are told about it, they become new

This association also organizes silk-screen printing workshops for the school students and courses related to technical skills as the use of specific drawing

**80**

software. They start teaching while being students, and they reinforce the classes received from teachers.

#### **6.3 Collaborative teaching-learning**

In a close relation with the previous theme, there is a collaborative proposal in different ways. The horizontal teaching must also include synergetic approaches. We have also mentioned working with other degrees, but it is also interesting to look into your own school to force intersubject working combinations. As we defend cross discipline, we have to find synergies between subjects taught in our school (**Figure 7**). Only in that way, they will understand the importance of the interdisciplinary nature.

In the year 2013, in the basic design subject, we proposed to design a dinosaur 13 meters long by 7 meters high. It was an exercise dealing with making a figure made only with cardboard triangles with no structure inside. Students worked in groups, and for the final assembly, we rely on the mechanical resistance teachers to secure the figure. Some days after, this dinosaur made part of a fashion show (**Figures 8** and **9**). Two years later, we built, in the same way, a giant octopus that occupied the whole entrance of the school. An engineer teacher made a 3D movie scanner to visualize the animal, showing the power of this technology and a way to spread the work done by the students (**Figures 10** and **11**).

This year, chemistry teachers have taught a ceramic color master class to our design students, in order to understand the close relation between both subjects, chemistry and industrial design. They can approach color theory from different points of view, the artistic one and the chemical one, in order to connect both concepts (**Figure 12**).

#### **6.4 Teaching: professional career connection**

In the engineering in Industrial Design degree from the Polytechnic University of Madrid, there is a competency that is common to all the degrees. It is also implemented in the Superior Technical School of Engineering and Industrial Design.

#### *Narrative Transmedia*

**Figure 7.** *Collaborative diagram (Silvia Nuere).*

**Figure 8.** *Dinosaur assembly 2014.*

**83**

**Figure 12.**

**Figure 11.**

**Figure 10.**

*Octopus cardboard sculpture 2015.*

*3D Octopus scanner 2015.*

acquired knowledge (**Figure 13**).

*Chemistry teachers color class.*

This is the Specific Competency number 27 referring to the capacity of introducing in their Final Degree Work a professional-based project integrating all their

*ArDIn. Art, Design, and Engineering Merging in a New Method*

*DOI: http://dx.doi.org/10.5772/intechopen.89201*

**Figure 9.** *Fashion show 2014.*

*ArDIn. Art, Design, and Engineering Merging in a New Method DOI: http://dx.doi.org/10.5772/intechopen.89201*

**Figure 10.** *Octopus cardboard sculpture 2015.*

*Narrative Transmedia*

**82**

**Figure 9.** *Fashion show 2014.*

**Figure 8.**

**Figure 7.**

*Collaborative diagram (Silvia Nuere).*

*Dinosaur assembly 2014.*

**Figure 11.** *3D Octopus scanner 2015.*

**Figure 12.** *Chemistry teachers color class.*

This is the Specific Competency number 27 referring to the capacity of introducing in their Final Degree Work a professional-based project integrating all their acquired knowledge (**Figure 13**).

**Figure 13.** *Reality and professional career diagram (Silvia Nuere).*

Students will need to be effective while using media technologies as consumers or generators of content and information [18]. It is not only a question of interacting and using different media while learning but also a new mentality in order to be able to go beyond classrooms, old teaching-learning methodologies, and traditional text materials. Students, while facing their Final Degree Work, will surf the web looking for information. They will need a better knowledge of the media to be accurate in the information they will find.

Finally, thinking about the end of their degree, it is essential to connect studies with the labor market. They learn from different subjects but hardly ever they are in contact with real enterprises to better know what they will ask afterward. It is then necessary to introduce some connections with professional matters so they will be able to face real projects. The question there is to make approaches to real situations asked by companies, sometimes related to some specific contest. As the company wants to launch a new product, they contact the school to propose a real project as one of the exercise they will face in class. This way, companies get new and fresh ideas, and students work on real projects. The authors have already worked with companies related to lamps, bathroom fittings, video games, and others.

In a close relation with the school management team, some students were involved to face new projects. One of the examples was the different intervention in the school spaces to modernize them in an esthetic way. Collaborating in this project, on the one hand, students have considered it more comfortable and friendly, and on the other hand, they have felt like part of the school interests. They

**85**

**Figure 14.**

**Figure 15.**

*ArDIn. Art, Design, and Engineering Merging in a New Method*

have proposed the design to be done in order to improve the different spaces in the school to be updated. They have worked hand in hand with the management team

Something really important too, while working for others, is the ability of self-assess about what they are doing. When they jump into the labor market, they will need confidence and some training for knowing the rightness of their work. According to this matter, the authors introduce, from the first-degree course, selfassessment through rubrics (**Figures 18** and **19**) in every subject they teach. The innovation learning projects also become a good platform to connect student learning to the professional field, as, in the end, a person from labor market

Things done inside the school must be spread outside to show to their mates, on the one hand, what students do during the academic course and, on the other, to show other people what is going on and how things change inside the school. New social networks are essential to communicate and to make visible what is occurring

and have materialized their proposals (**Figures 14**–**16**).

*Murals designed and materialized by students (Francisco Santos).*

inside the school (**Figure 17**).

*Mural work in progress (Silvia Nuere).*

*DOI: http://dx.doi.org/10.5772/intechopen.89201*

*ArDIn. Art, Design, and Engineering Merging in a New Method DOI: http://dx.doi.org/10.5772/intechopen.89201*

*Narrative Transmedia*

Students will need to be effective while using media technologies as consumers or generators of content and information [18]. It is not only a question of interacting and using different media while learning but also a new mentality in order to be able to go beyond classrooms, old teaching-learning methodologies, and traditional text materials. Students, while facing their Final Degree Work, will surf the web looking for information. They will need a better knowledge of the media to be

Finally, thinking about the end of their degree, it is essential to connect studies with the labor market. They learn from different subjects but hardly ever they are in contact with real enterprises to better know what they will ask afterward. It is then necessary to introduce some connections with professional matters so they will be able to face real projects. The question there is to make approaches to real situations asked by companies, sometimes related to some specific contest. As the company wants to launch a new product, they contact the school to propose a real project as one of the exercise they will face in class. This way, companies get new and fresh ideas, and students work on real projects. The authors have already worked with companies related to lamps, bathroom fittings,

In a close relation with the school management team, some students were involved to face new projects. One of the examples was the different intervention in the school spaces to modernize them in an esthetic way. Collaborating in this project, on the one hand, students have considered it more comfortable and friendly, and on the other hand, they have felt like part of the school interests. They

accurate in the information they will find.

*Reality and professional career diagram (Silvia Nuere).*

video games, and others.

**84**

**Figure 13.**

**Figure 14.** *Murals designed and materialized by students (Francisco Santos).*

**Figure 15.** *Mural work in progress (Silvia Nuere).*

have proposed the design to be done in order to improve the different spaces in the school to be updated. They have worked hand in hand with the management team and have materialized their proposals (**Figures 14**–**16**).

Things done inside the school must be spread outside to show to their mates, on the one hand, what students do during the academic course and, on the other, to show other people what is going on and how things change inside the school. New social networks are essential to communicate and to make visible what is occurring inside the school (**Figure 17**).

Something really important too, while working for others, is the ability of self-assess about what they are doing. When they jump into the labor market, they will need confidence and some training for knowing the rightness of their work. According to this matter, the authors introduce, from the first-degree course, selfassessment through rubrics (**Figures 18** and **19**) in every subject they teach.

The innovation learning projects also become a good platform to connect student learning to the professional field, as, in the end, a person from labor market

#### *Narrative Transmedia*

#### **Figure 16.**

*Mural designed by students (Silvia Nuere).*

**Figure 17.** *Instagram official site of the School (@etsidi\_upm).*

**87**

*ArDIn. Art, Design, and Engineering Merging in a New Method*

will assess their work. Once, as said, was the Director of the Mercedes-Benz Madrid Fashion Week who assessed students and, in the last one, a city council representa-

According to the main four points, **interdisciplinary nature**, **horizontal** and **collaborative** teaching-learning process, and the fundamental **connection** to the labor market, it can be said that the ArDIn method has been working in a healthy environment through the past years. The ambiance generated in contact with the transmedia narratives, in a fun environment and taking into account the importance of the well-done work by students as an evidence and reference, makes up the

Related to the first point, **interdisciplinary nature** means that cross discipline must ease the teaching-learning enrichment by integrating other knowledge that can benefit one another. Art and visual thinking will also be part of the teaching background. The intention is to cover with this proposal the competencies shown

According to the recommendations given in both white papers, industrial design and fine arts, there are important similarities in the competencies students must arise once they leave their studies. Art and engineering and design benefit from

Student freshness and teachers wisdom, due to many years of experience, must merge in a **collaborative** and equal step to go further in their teaching-learning experience. The interdisciplinary nature must be taught not only during our classes and our subjects, but we need to interact with other teachers and subjects as the master class taught by chemistry teachers or the interaction with other fields of

Both teachers and students must be receptive, be open-minded, and prepare to learn from mistakes while introducing new ways of teaching. This will lead them to the opportunity of lifelong learning. Student and teacher will learn from one another in a **horizontal** level, making profitable all the experiences done in school. Teachers and students make part of a research tandem, sometimes tacit, others in a clear way, but they can both benefit from the process placing them in the same level. There have been some cases where students have become teacher, hand in hand

above through the different exercises students will have to deal with.

*DOI: http://dx.doi.org/10.5772/intechopen.89201*

tive did the work.

**Figure 19.**

**7. Conclusions**

perfect scenario for a different way of teaching.

*Students self-assessing (Fashion Design School. Laura de Miguel).*

similar concepts and can work side by side.

with the teacher or by themselves.

knowledge as architecture, fashion design, or others.

**Figure 18.** *Student self-assessing (Fashion Design School. Laura de Miguel).*

*ArDIn. Art, Design, and Engineering Merging in a New Method DOI: http://dx.doi.org/10.5772/intechopen.89201*

**Figure 19.** *Students self-assessing (Fashion Design School. Laura de Miguel).*

will assess their work. Once, as said, was the Director of the Mercedes-Benz Madrid Fashion Week who assessed students and, in the last one, a city council representative did the work.

### **7. Conclusions**

*Narrative Transmedia*

**86**

**Figure 18.**

**Figure 17.**

**Figure 16.**

*Mural designed by students (Silvia Nuere).*

*Student self-assessing (Fashion Design School. Laura de Miguel).*

*Instagram official site of the School (@etsidi\_upm).*

According to the main four points, **interdisciplinary nature**, **horizontal** and **collaborative** teaching-learning process, and the fundamental **connection** to the labor market, it can be said that the ArDIn method has been working in a healthy environment through the past years. The ambiance generated in contact with the transmedia narratives, in a fun environment and taking into account the importance of the well-done work by students as an evidence and reference, makes up the perfect scenario for a different way of teaching.

Related to the first point, **interdisciplinary nature** means that cross discipline must ease the teaching-learning enrichment by integrating other knowledge that can benefit one another. Art and visual thinking will also be part of the teaching background. The intention is to cover with this proposal the competencies shown above through the different exercises students will have to deal with.

According to the recommendations given in both white papers, industrial design and fine arts, there are important similarities in the competencies students must arise once they leave their studies. Art and engineering and design benefit from similar concepts and can work side by side.

Student freshness and teachers wisdom, due to many years of experience, must merge in a **collaborative** and equal step to go further in their teaching-learning experience. The interdisciplinary nature must be taught not only during our classes and our subjects, but we need to interact with other teachers and subjects as the master class taught by chemistry teachers or the interaction with other fields of knowledge as architecture, fashion design, or others.

Both teachers and students must be receptive, be open-minded, and prepare to learn from mistakes while introducing new ways of teaching. This will lead them to the opportunity of lifelong learning. Student and teacher will learn from one another in a **horizontal** level, making profitable all the experiences done in school. Teachers and students make part of a research tandem, sometimes tacit, others in a clear way, but they can both benefit from the process placing them in the same level. There have been some cases where students have become teacher, hand in hand with the teacher or by themselves.

**Figure 20.** *Final ArDIn diagram (Silvia Nuere).*

One of the common competencies a student or person have to acquire is related to the fact of acting in an autonomous way as Riesco explains in his article [20] always thinking about their insertion in the workforce.

Fleming points out that "the world can now be our platform for learning" [18] and "preparing students to succeed require a shift from teacher-centric instruction to a learner-centered culture."

Related to the **professional** connection while teaching, we must not forget that the university is the entryway for the professional career, so students should face real project proposal in close communication with enterprises. As teachers, we can promote other spaces for the activities, as, for example, teaching outdoors instead of traditional closed classrooms. University must work as a real link to their professional career. Some of the commonly heard comments from students while doing their 16 ECTS (European credits) subject called "Enterprise Practice" is that they have received knowledge through classes but they do not know how to act or solve proposed subjects. They find a big gap between what they learned and what they need afterward while working.

Obviously humans are still learning while growing up, so the authors want to increase the need to be in a constant lifelong learning mood, no matter where they are. Self-assessment is a powerful tool to help students understand the hidden details of what a work evaluation is. Giving them objective criteria while doing an exercise will train them for the future.

**89**

**Author details**

\*, Laura de Miguel Alvarez<sup>2</sup>

\*Address all correspondence to: silvia.nuere@upm.es

provided the original work is properly cited.

2 International University of La Rioja (UNIR), Madrid, Spain

1 Polytechnic University of Madrid (Universidad Politecnica de Madrid), Madrid,

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

Silvia Nuere1

Spain

*ArDIn. Art, Design, and Engineering Merging in a New Method*

The confluence of subjects and disciplines in which ethical, egalitarian, and humanistic values are always present is one of the most valuable parameters. One of the results of this attitude was creating a scientific journal named ArDIn (*ArDIn* stands for art, design, and engineering in Spanish words) that intends to attract researchers interested in the same field of knowledge and following the importance of Art in any teaching-learning experience. The authors constitute the working group *ArDIn,* named after the scientific journal, the fruition of teaching experience in fine arts, design in industrial engineering, graphic design, architecture, and fashion design. They support educational innovation in a continuous dialog with the professional world, in which creativity and art are a fundamental part.

As said, the proposed ArDIn method is like a molecule but with the particularity that it can change its arrangement, admit new relations, create new connections, and evolve throughout time. Obviously, teaching, as life, must be open to new challenges and new methods and must be able to face additional "molecules" in this

and Raul Diaz-Obregon Cruzado1

*DOI: http://dx.doi.org/10.5772/intechopen.89201*

ArDIn method (**Figure 20**).

#### *ArDIn. Art, Design, and Engineering Merging in a New Method DOI: http://dx.doi.org/10.5772/intechopen.89201*

*Narrative Transmedia*

**88**

**Figure 20.**

*Final ArDIn diagram (Silvia Nuere).*

to a learner-centered culture."

need afterward while working.

exercise will train them for the future.

always thinking about their insertion in the workforce.

One of the common competencies a student or person have to acquire is related to the fact of acting in an autonomous way as Riesco explains in his article [20]

Fleming points out that "the world can now be our platform for learning" [18] and "preparing students to succeed require a shift from teacher-centric instruction

Related to the **professional** connection while teaching, we must not forget that the university is the entryway for the professional career, so students should face real project proposal in close communication with enterprises. As teachers, we can promote other spaces for the activities, as, for example, teaching outdoors instead of traditional closed classrooms. University must work as a real link to their professional career. Some of the commonly heard comments from students while doing their 16 ECTS (European credits) subject called "Enterprise Practice" is that they have received knowledge through classes but they do not know how to act or solve proposed subjects. They find a big gap between what they learned and what they

Obviously humans are still learning while growing up, so the authors want to increase the need to be in a constant lifelong learning mood, no matter where they are. Self-assessment is a powerful tool to help students understand the hidden details of what a work evaluation is. Giving them objective criteria while doing an

The confluence of subjects and disciplines in which ethical, egalitarian, and humanistic values are always present is one of the most valuable parameters. One of the results of this attitude was creating a scientific journal named ArDIn (*ArDIn* stands for art, design, and engineering in Spanish words) that intends to attract researchers interested in the same field of knowledge and following the importance of Art in any teaching-learning experience. The authors constitute the working group *ArDIn,* named after the scientific journal, the fruition of teaching experience in fine arts, design in industrial engineering, graphic design, architecture, and fashion design. They support educational innovation in a continuous dialog with the professional world, in which creativity and art are a fundamental part.

As said, the proposed ArDIn method is like a molecule but with the particularity that it can change its arrangement, admit new relations, create new connections, and evolve throughout time. Obviously, teaching, as life, must be open to new challenges and new methods and must be able to face additional "molecules" in this ArDIn method (**Figure 20**).
