Human-Centered Design as a Creative Exploration Path in the Teaching-Learning of Audiovisual Undergraduate Students
DOI:
https://doi.org/10.15359/ree.26-1.8Keywords:
Audiovisual creation, audiovisual didactic, creativity, design thinking, teaching strategy, human-centered design, university teachingAbstract
Objective. To determine the benefits of using Human-Centered Design (HCD) in audiovisual training, at the undergraduate level, in the case of students of the Audiovisual Genres and Formats subject. The students are enrolled in the third semester of the Audiovisual Communication program at the University of La Sabana (Colombia). Method. With a qualitative approach, this case study addresses the application of the HCD principles contained in the Design Thinking steps by the student body in the creation process of a cineminuto. During the period from 2018-2 to 2019-2, 177 students participate in the training. From data collection instruments such as participant observation and documentary and audiovisual reviews, resulting from each phase of the process, three categories were analyzed: creative confidence, creative problem solving, and knowledge acquired by students. Results. The application of HCD showed advances in student learning in the aspects studied, although it poses challenges in the field of teamwork. Conclusions. HCD is an effective way of presenting a path of exploration for audiovisual creation to students; it fosters creative security and improves the approach to narrative and technical problems through evaluating and prototyping their work. Therefore, it consolidates the knowledge acquired both in class and in phases of empathy (research).
References
Bandura, A. (1997). Self-efficacy: The Exercise of control. W.H. Freeman.
Boy, G. A. (27 de agosto, 2013). From STEM to STEAM: Toward a human centered education. 31st European Conference on Cognitive Ergonomics. Article 3, 1-7. https://doi.org/10.1145/2501907.2501934
Brenner, W. y Uebermickel, F. (Eds.). (2016). Design thinking for innovation, Research and practice. Springer. https://doi.org/10.1007/978-3-319-26100-3
Camillus, J. C. (2008). Strategy as a wicked problem. Harvard Business Review, 86(5), 98-101. https://goo.gl/PA5aQU
Continuum. (2012). How design thinking can help save movie theaters. Co.Disign. https://goo.gl/HdT1AL
D’Sousa, N. (Presentadora). (9 de enero, 2016). A design thinking approach to film making [Podcast de audio]. Founding Fuel. https://goo.gl/wuYP1b
Forero Serna, A. (2018). Improvement of narrative competencies through Design Thinking in teaching of audiovisual script for undergraduate students. 25 International Conference on Learning. Universidad de Atenas.
Humnabadkar, R. (Directora). (2015), For Here or To Go? [Película]. Many Cups od Chai.
Hurbis-Cherrier, M. (2018). Voice & vision, a creative approach to narrative filmmaking. Routledge. https://doi.org/10.4324/9781315815893
IDEO.org. (2015). The field guide to human-centered design. Autor. http://www.designkit.org/resources/1
Jobst, B., Köppen, E., Lindberg, T., Moritz, J., Rhinow, H. y Meinel, C. (2012). The faith-factor in design thinking: Creative confidence through education at the design thinking schools potsdam and stanford? En H. Plattner, C.
Meinel y L. Leifer (Eds.), Design thinking research. Measuring performance in context (pp. 35-46). Springer. https://doi.org/10.1007/978-3-642-31991-4_3
Kelley, T. y Kelley D. (2013). Creative confidence, unleashing the creative potential whiting us all. Crown Business.
Kramer, J., Agogino, A. M. y Roschuni, C. (21 de ocrubre-2 de noviembre, 2016). Characterizing competencies for human-centered design. En International Design Engineering Technical Conferences & Computers and Information in Engineering (Vol. 7: 28th International Conference on Design Theory and Methodology, pp. 1-12). ASME. https://goo.gl/C1La92
Krippendorff, K. (2006). The semantic turn, a new fundation for design. CRC Press. https://doi.org/10.4324/9780203299951
Leverenz, C. S. (2014). Design thinking and the wicked problem of teaching writing. Computer and Composition, 33, 1-12. https://doi.org/10.1016/j.compcom.2014.07.001
Lugmayr A., Stockleben, B., Zou, Y., Anzenhofer, S. y Jalonen, M. (2014). Applying “design thinking” in the context of media management education. Multimedia Tools and Applications, 71(1), 119-157. https://doi.org/10.1007/s11042-013-1361-8
Mackendrick, A. (2004). On filmmaking. An introduction to the craft of the director. Farrar, Straus and Giroux. https://doi.org/10.5040/9780571343713
Majithia, R. y Burman, S. (2015). Design education – evolution from markers to change makers. Conference DesignEd. Asia, Hong Kong. https://www.designedasia.com/2015/Full_Papers/2015/C6_Design%20Education%20Evolution.pdf
Millard, K. (2014). Screenwriting in a digital era. Palgrave Macmillan. https://doi.org/10.1057/9781137319104
Pérez Guerrero, A. M. y Reyes López, C. A. (2016). Sigla, a case study on how prototypes can be used to create audio visual content and foster talent in teams formed by teachers and undergraduate students. 9th screenwriting research network conference: Screenwriting between artistic freedom and norms. Universidad de Leeds Becket.
Rodríguez Martín, J. D. (10-11 de mayo, 2018). Distribución por festivales de productos audiovisuales universitarios a partir del HCD. 1 encuentro de semilleros en investigación - creación audiovisual. Universidad de La Sabana.
Rodríguez Rojas, F. y Mosquera, C. (7-11 de mayo, 2018). Laboratorio “Relatos del patrimonio en clave digital”. Análisis desde la producción digital y la colaboratividad. En Londoño, F. (director), 17 festival internacional de la imagen. Nuevas expediciones. Universidad de Caldas, Manizales, Colombia.
Steen, M. (2012). Human-centered design as a fragile encounter. Design Issues, 28(1), 72-80. https://doi.org/10.1162/DESI_a_00125
Steinbeck, R. (2011). El “design thinking” como estrategia de creatividad en la distancia., Comunicar, 19(37), 27-35. http://dx.doi.org/10.3916/C37-2011-02-02
Tschimmel, K., Loyens, D., Soares, J. y Oraviita, T. (2017). D-think toolkit. ESAD, ERASMUS+ KA2 Strategic Partnerships. https://goo.gl/um5CKh
Tschimmel, K., Santos, J., Loyens, D., Jacinto, A., Monteiro, R. y Valença, M. (2015). Research report D-Think, Design thinking applied in education and training- ESAD, ERASMUS+ KA2 Strategic Partnerships. https://www.academia.edu/25633323/Research_Report_D_Think_Design_Thinking_Applied_to_Education_and_Training
Universidad de La Sabana, Facultad de Comunicación. (2018). Programa de géneros y formatos audiovisuales [Carrera Comunicación Audiovisual y Multimedios].
van der Bijl-Brower, M. y Dorst, K. (2017). Advancing the strategic impact of human-centred design. Design Studies, 53, 1-23. http://dx.doi.org/10.1016/j.destud.2017.06.003
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
