One of the main challenges established in the Bologna process is to modify the student's role to be a generator of permanent learning. In other words, the students should be able to learn in any situation and learning experience that can provide them knowledge throughout their lives. In this paper, a pilot educational initiative involving the application of innovative techniques is presented. The experience was applied in the subject of Computer Aided Design, which is a course of the third year of the Degree in Industrial Design Engineering II at the Universitat Jaume I (Castellon, Spain). In previous editions of the course a three-dimensional design project was created by students. The projects consisted of the development of 3D model of parts, assembly model and technical drawings of real objects of their choice (supervised by teachers with changes or redesign in order to get an appropriate level of quality and difficulty). At the end of the course, project files were assessed by teachers and marks assigned. A 3D design project needs a gradual assimilation and creation of design, assembly and drawings which are acquired by students after completing the subject. However, that traditional delivery method, do not allow an adequate feedback to learn from mistakes. Students received teachers' advice during the course, but only a final mark was received as feedback from their work. Furthermore an excellent work of a student did not always reflect his in-depth knowledge or a solid teamwork, so a change in evaluation was necessary including a delivery method that allows self-assessment and colleagues' assessment. This paper presents the development of a new constant process of delivering where students' expertise and aptitudes can be reflected. During the course, students' project can be delivered progressively through a blog, according a maximum delivery date in each part (design of parts, assembly and drawings). Blog addresses are assigned by teachers at the second week of the course, and all addresses are indicated in a shared area. So, students can show and modify their own work and consult colleagues' projects from the beginning. Two weeks before the end of the course, a debate session is carried out during which each group presents his work and the other students can give suggestions for other colleagues' projects. Each group must defend their own work from the changes proposed by the rest of students and teachers, so that they can reflect the knowledge adquired in depth. With this initiative, we expected students to reinforce also a number of competences, aptitudes and attitudes such as collaboration, teamwork, self-assessment and colleagues' assessment in order to learn from their own experience, and transmitting knowledge by complete and attractive presentations. The results obtained were analysed in two ways. On one hand, work quality and accomplishment were analysed by comparing them with the results from previous years. On the other hand, a students' opinion poll about their experience was analysed. The results obtained show that the new methodology improves learning and delivery organization. Furthermore, the proposed changes in each project by partners and teachers were of great help for students. And finally, a positive evaluation of the methodology and an intention to use it in their professional future was registered. Given the success of this initiative, the method will be complemented in following courses.
