Collaborative Learning through Functional Responsibility: A Feasible Solution to the Usual Limitations in Audiovisual Technology Subjects

Abstract

The audiovisual technology related subjects in curricula of engineering and information science often find a shared problem based on same symptoms: extraordinary time limitation, too many groups, technical facilities, drastic disconnect between technological vision and communicative, lack of dynamism by students due to excessive dependence of the figure of the teacher and learning mechanics does not usually encourage the consolidation of the knowledge derived from reflection and analysis procedures realist, being therefore this amount of factors likely to lead to an imbalance and deep competence and knowledge deficit. This situation is doubly evident when students must undertake collaborative projects and customize professional type, and then presenting real and almost generic difficulties to achieve a coordinated teamwork with an optimal level of individual learning. Emphasis on this concept is made, since the current planning degree courses in Electronic Media, which may have different names depending on the degree or discipline seriously hampers a teaching model trainer, in the opinion of the authors. Therefore, in order to prove that a teaching method based on collaborative learning with functional responsibility may decrease the effects of the current limitations in audiovisual technology subjects, the present work shows a methodology based on directed self-learning processes and reinforcement group dynamics through its application and corresponding comparative subjects from audiovisual technologies Communication Sciences and Telecommunications Engineering. Conceived as a participatory approach that encourages proactive and to structure their progress both as individual effort in cooperative work, the study presented here describes the structural design of the approach, its development, evaluation, the final results and discussion of the findings.