IDENTIFYING DATA

2023_24

Subject (*)

AUDIOVISUAL COMMUNICATION ON THE NET

Code

11665210

Study programme

Educational Technology: e-Learning and Knowledge Management (2012)

Cycle

2nd

Descriptors

Credits

Type

Year

Period

Optional

First

Language

Castellà

Department

Pedagogy

Coordinator

USART RODRÍGUEZ, MIREIA

E-mail

jesusmaria.salinas@urv.cat
mireia.usart@urv.cat

Lecturers

SALINAS IBÁÑEZ, JESÚS MARIA

USART RODRÍGUEZ, MIREIA

Web

http://moodle.urv.net

General description and relevant information

<p>This course will be taught by Dr. Jesús Salinas (jesus.salinas@uib.es).</p>

Competences

Type A	Code	Competences Specific
		Common
	AC1	Analizar las TIC como herramienta e instrumento para el e-learning y la gestión del conocimiento.
	AC2	Dominar las herramientas y procedimentos para la planificación, organización y gestión de los procesos de e-learning.
	AC4	Diseñar y desarrollar entornos tecnológicos y de materiales multimedia para la formación.
	AC5	Adoptar medios, recursos y herramientas en procesos de seguimiento y evaluación de e-learning.
	AC6	Incorporar estrategias y recursos de gestión del conocimiento en los desarrollos de innovación e investigación en e-learning.
	AC9	Aplicar modelos pedagógicos y conocimientos técnicos para la resolución de problemas de formación en e-learning.
	AC10	Analizar y aplicar herramientas e instrumentos para el diseño y desarrollo de materiales didácticos para el e-learning.
Type B	Code	Competences Transversal
		Common
	BC2	Resolver problemas complejos en contextos multidisciplinares relacionados con el campo de estudio.
	BC3	Aplicar pensamiento crítico, lógico y creativo demostrando capacidad de innovación.
	BC6	Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field
Type C	Code	Competences Nuclear
		Common
	CC1	Dominar en un nivel intermedio una lengua extranjera, preferentemente el inglés.
	CC2	Be advanced users of the information and communication technologies
	CC4	Expresarse correctamente de manera oral y escrita en una de las dos lenguas oficiales de la URV.
	CC6	Definir y desarrollar el proyecto académico y profesional.

Learning aims

Objectives	Competences
1. Recognize the main characteristics of network communication systems.	AC1 AC9 AC10	BC2 BC6	CC1 CC4
2. Identify and analyze the different videoconference systems and their applications in the educational field	AC1 AC2	BC2 BC6	CC1 CC4
3. Design, plan and carry out a teaching session via videoconference.	AC2 AC5 AC6 AC9	BC2 BC3 BC6	CC2 CC4 CC6
4. Know the main support systems and tools for audiovisual communication applicable to the design of training materials and technological environments.	AC1 AC2 AC4 AC10	BC2 BC3	CC1 CC2

Contents

Topic	Sub-topic
1. Audiovisual communication on the internet	1.1. Concept 1.2. Network distribution of audiovisuals: technical aspects 1.3. Educational possibilities of digital audiovisual distribution services.
2. Videoconferencing in training	2.1. educational uses 2.2. Implications and roles for participants 23. Types of videoconference for training
3. Teaching via videoconference	3.1. Didactic strategies through videoconference 3.2. Planning a training session via videoconference

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

Lecture

Forums of debate

Previous study

Problem solving, exercises

IT-based practicals

Personal attention

(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies

	Description
Introductory activities	Actividades encaminadas a tomar contacto y recoger información sobre los alumnos y presentación de la asignatura.
Lecture	Exposición de los contenidos de la asignatura.
Forums of debate	Actividad, a través de las TIC, donde se debaten temas de actualidad relacionados con el ámbito profesional.
Previous study	Búsqueda, lectura y trabajo de documentación, propuesta de resolución de ejercicios por realizar en el laboratorio por parte del alumno.
Problem solving, exercises	Formulación análisis, resolución y debate de un problema o ejercicio relacionado con la temática de la asignatura.
IT-based practicals	Aplicar, a nivel práctico, la teoría a un ámbito de conocimiento en un contexto determinado. Simulaciones a través de las TIC.
Personal attention	Atención al alumno para la resolución de dudas y para la orientación académica y profesional.

Personalized attention

Lecture

Personal attention

Introductory activities

Description

It is the time that each teacher has reserved to answer and resolve doubts to the students and pursues the following objectives: - Attend, monitor and guide the student at a professional level. - Exchange information, opinion and knowledge. - Encourage feedback between teacher and student on the work of the subject. - Monitor the understanding of concepts and contents and clarify doubts. - Advise in the search for information. - Etc.

Assessment

	Description	Weight
Forums of debate	Activity 1. Participation in the elaboration of the contents and debate the possibilities of digital services for the distribution of audiovisual content on the network. - Carrying out the activity on time and form - Quality of the contributions made in the shared document. - Quality of the interventions made in the forum.	20%
Previous study	Activity 2. Analysis of videoconference systems for the education. - Carrying out the activity on time and form - Quality of the report prepared as well as the relevance of the reflections provided in relation to the topic	20%
Problem solving, exercises	Activity 3. Analysis of an experience of using videoconference in training - Interest of the experience analyzed - Quality of the description of the experience based on the contents worked on in the learning unit - Quality of the contributions made in the forum. - Carrying out the activity according to form and date - Participation (will be valued by the contributions made in the forum)	20%
IT-based practicals	Activity 4. Design, plan, carry out and evaluate training sessions via videoconference - Team work. - Session planning - Realization of the presentation. - Evaluation of the sessions. Reflection and self-evaluation and co-evaluation.	40%
Others	Es recorda que l'alumnat ha de respectar el criteri de l'absoluta correcció lingüística a totes les proves d'avaluació (i també d'ensenyament-aprenentatge i que no fer-ho pot ser motiu directe de suspens. D'altra banda, qualsevol circumstància de plagi per part del alumnat pot suposar el suspens directe a l'assignatura, sense possibilitat de recórrer a la segona convocatòria, i finalment se suggereix a l'alumnat consultar la planificació específica allotjada a l'espai Moodle de l'assignatura.

Other comments and second exam session
In those cases in which the students make a second delivery of an evaluable activity suspended or not presented. This delivery will be made, within 45 days after the end of the subject, on the date determined by the teacher. It is recalled that students have to respect the criterion of absolute linguistic correctness in all their evaluation tests (and also teaching-learning tests) and that not doing so can be a direct reason for failing. On the other hand, any circumstance of plagiarism on the part of the students can mean direct failure to the subject, without the possibility of resorting to the second call.Finally, students are suggested to consult the specific planning housed in the Moodle space of the subject.

Sources of information

Basic
	- Bibliografía básica De Benito, B., Salinas J. (2004). El diseño de acciones formativas soportadas en videoconferencias. Salinas,J.; Aguaded, J.I., and Cabero, J.: Tecnologías para la educación. Diseño, producción y evaluación de medios para la formación.. 231-248. De Benito, B., Moreno J., & Salinas J. (2009). Diseño de un Aula Avanzada de Formación para cursos de posgrado. Congresso Internacional Edutec 2009: Sociedade do Conhecimento e Meio Ambiente: Sinergia Científica. Solano, I. (2005). Orientaciones y posibilidades pedagógicas de la videoconferencia en la Enseñanza Superior. Pixel-Bit. Revista de medios y Educación. 26, 121-134. http://www.sav.us.es/pixelbit/pixelbit/articulos/n26/n26art/art2610.htm Costas Lago, N. (2008). La educación en las universidades: infraestructuras técnicas. Píxel-Bit, Revista de Medios y Educación, 32, 101-116. http://www.sav.us.es/pixelbit/pixelbit/articulos/n32/7.html - Enlaces a páginas web interesantes en relación con el tema - Recursos elaborados por la profesora RECURSOS La videoconferencia: sistemas y estándares http://www.rediris.esrediris/boletin/43/enfoque3.html/ http://www.urbe.edu/telematica/videoconferencia/Videoconferencia1.html http://timomatica.metropoli2000.net/informat/internet/inter8.htm http://www.urbe.edu/telematica/videoconferencia/Videoconferencia1.html http://timomatica.metropoli2000.net/informat/internet/inter8.htm http://www.rediris.es/rediris/boletin/43/enfoque3.html http://webtools.com/story/multimedia/TLS19980810S0011 http://www.webred.com/mostrarpag.cfm?ID=342&cant=2&ncar=3500&npag=2 http://www-mice.cs.ucl.ac.uk/multimedia/software/ http://www.hys.com.pe/netmeeting/ http://www.microsoft.com/windows/windowsmedia/en/default.asp http://www.microsoft.com/windows/netmeeting/ http://www.cuseeme.com/ http://www.real.com/ http://www.java.sun.com/products/java-media/jmf/index.html RECURSOS Instalaciones. El aula de videoconferencia. Sistemas y modalidades de realización. Video Technology Advisory Service en Janet (http://www.video.ja.net/) Kendall, J R & Oaks, M (1992) “Evaluation of perceived teaching effectiveness: course delivery via interactive video technology versus tradition classroom methods” , Deosnews 2 BECTA British Educational Comm. and Tech. Agency. Guía de Videoconferencia en http://www.becta.org.uk/technology/desktopvc/desktop_vc/index.html Marsh II, George E., “Curso AIL 601: Theories of Learning Applied to Technological Instruction” , Universidad de Alabama. En el URL: http://www.bamaed.ua.edu/ail601/ Michael Lach, “WIT Sound Home Page”, en Web Institute for Teachers, University of Chicago, en URL: http://cuip.uchicago.edu/wit/99/mentors/Lach/sound/index.html
Complementary

Recommendations

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.