Vídeo digital y alfabetización audiovisual en la formación universitaria

• Autores: Elba María Méndez Casanova
• Directores de la Tesis: Antonio R. Bartolomé Pina (dir. tes.)
• Lectura: En la Universitat de Barcelona ( España ) en 2010
• Idioma: español
• Tribunal Calificador de la Tesis: Cristina Alonso Cano (presid.), Maria Grane Oro (secret.), Joan Ferrés Prats (voc.)
• Materias:
  • Pedagogía
    • Teoría y métodos educativos
      • Medios audiovisuales
      • Desarrollo del programa de estudios
  • Psicología
    • Psicopedagogía
      • Métodos educativos
• Enlaces
  • Tesis en acceso abierto en:  TDX  Dipòsit Digital de la UB  TESEO 
• Resumen

  • Image, sound, movement, interactivity, and collaborative work are fundamental tools in education because they support student’s cognitive development. Audiovisual systems such as digital video have made possible that students become less passive and much more active in the learning process by questioning the information they receive at school.According to Bartolome (1999), the digital video used to be considered a hobby more than a didactic tool. However, it has been proved that the use of video in education makes easier to accomplish the learning objectives. This important mean of communication and expression helps users –mainly young people- feel comfortable due to the development of ICT (Information and Communication Technologies) gives video widespread coverage on Internet. It is also important to mention that the use of ICT in education get its theoretical fundaments in constructivism, which makes imperative to keep an eye on its pedagogical uses. Learning trough the ICT (images, graphics, and audiovisual materials) require an audiovisual literacy implying the knowledge about ICT elements and making the addressee-addresser transition possible. It is well known that university students spend long hours in front of a computer, but it doesn’t mean they are taking advantage of this didactic tool.ObjectivesAs we know, the use of ICT characterizes our present social ties such as the attendance to schools. However, the use of ICT is not always adequate. Therefore, it is imperative to plan and put into practice a formative plan and special actions in order to educate people in the use of ICT so that they can consume and produce digital goods. For all these reasons, this study aims to:• Validate a formative model of audiovisual literacy with the support of digital video.• Obtain university student’s usage patterns on digital video in relation to content learning.MethodologyThis research had a pre-experimental design: pretest-intervention-post test with a single group. This methodology was chosen because it analyzes coincidental relations in groups already formed in a natural way. This design was administered in order to prove if the fundamental dimensions of audiovisual communication are shown in students coursing the subject “Nuevas Tecnologías”, and at the same time investigate the different ways digital video can favor their audiovisual literacy.