Producción audiovisual universitariaespacios de innovación docente en Iberoamérica

  1. María Toscano-Alonso 1
  2. Ignacio Aguaded 2
  3. Edna M. Manotas Salcedo 3
  4. Silvia C. Farias-Gaytán 4
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  3. 3 Universidad del Norte
    info

    Universidad del Norte

    Barranquilla, Colombia

    ROR https://ror.org/031e6xm45

  4. 4 Instituto Tecnológico y de Estudios Superiores de Monterrey
    info

    Instituto Tecnológico y de Estudios Superiores de Monterrey

    Monterrey, México

    ROR https://ror.org/03ayjn504

Show affiliations +
Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2022

Issue Title: La educación en clave audiovisual y multipantalla

Volume: 25

Issue: 1

Pages: 41-58

Type: Article

DOI: 10.5944/RIED.25.1.30611 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Abstract

The inclusion of new media in the field of education is appearing more and more frequently. University teaching is increasingly utilizing these audiovisual, digital and multimedia resources to provide a better learning experience. For the production of these materials, designated spaces have been created, however, there is a lack of consensus regarding the name attributed to them. In this study, we carried out a bibliographical review of the production of educational audiovisual content and the spaces devoted to this end in order to contextualise it prior to the in-depth interviews. With the aim of getting to know and delve deeper into the audiovisual proposals that are taking place in the Ibero-American sphere, we interviewed the people responsible for these innovative spaces in three universities. We concluded that the three institutions dedicated human resources, equipment and specialised spaces for video development; pedagogical support is necessary to outline the educational intention of the materials to be created; and it is necessary to empower both teachers and students in the development and curation of materials. The results may be useful for other universities and centres interested in venturing into video production, as well as for collaboration opportunities to enrich the learning experience and teacher training.

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