the audiovisual and digital media as transmitting vehicle between academic world and work world in...
TRANSCRIPT
THE AUDIOVISUAL AND DIGITAL MEDIA AS TRANSMITTING
VEHICLE BETWEEN ACADEMIC AND WORK WORLD IN
HIGHER EDUCATION
DAVID MARTÍNEZ SÁNCHEZFANCISCO JAVIER FRUTOS ESTEBAN ISABEL M. BARRIOS VICENTE
THE NEW SOCIETY
In the two last centuries of history, global societies
have suffered three radical and profound changes in
their social, economic and technological foundations
(Bell, 2001)
THE NEW SOCIETY
The importance of physical capital,
characteristic of the Industrial Society will
give way to intellectual capital (Roel, 1998; Giner,
2004)The new communication and digital technologies will be the precursors of these changes (CMSI, 2003; UNESCO, 1996)
THE NEW SOCIETY
INFORMATION SOCIETY KNOWLEDGE SOCIETY
ARAIZA, 2012; CARDONA, ROZO, 2012; GINER, 2004; MARTÍNEZ, 1999; PAVÓN, 2010)
BARROSO, 2013; CABERO, 2001; COLL, 2005; MACAU, 2005; TORRENT-SELLENS, 2008
NTICS AS HUB OF THE INFORMATION AND KNOWLEDGE
REVOLUTION RECAMAN, VARGAS, 2010; MACAU, 2005; MAS, QUESADA, 2005; FUNDACIÓN TELEFÓNICA, 2014)
HOW?
TRANSVERSALITY
SPANISH LAWS SCHOOLS
AUTONOMIC LAWSEUROPEAN LAWS
PROBLEM
SORIANO, ZAPATA, GONZÁLEZ y MUÑOZ (2009)
Due to factors such as non- binding , lack of teacher training
or no formal evaluation of content, leading to the
transverse subjects are largely obviated
WHEN?
Focus of educational reforms : the transition from education to employment(VEGA, 2010)
Lack of existing real connection between these two areas(CAMACHO, 2008)
Training adapted to the media reality in a world that is going to be governed by the digital and the audiovisual(APARICI, 2013)
PROBLEM
Advanced studies are not exempt from professional practices , but they are limited and can print a wrong picture about the work world(CUÑADO; SÁNCHEZ; MUÑOZ; RODRÍGUEZ; GÓMEZ, 2011; ANDREOZZI, 2011; MINISTERIO DE EDUCACIÓN, 2006; MACÍAS, 2012)
Is a point to be discussed in various notebooks for action on higher education(Ley Orgánica 6/2001, de 21 de diciembre, de Universidades; Ley Orgánica 4/2007 de 12 de abril, por la que se modifica la Ley Orgánica 6/2001; The Bologna Process 2020, 2009; ROCA, 2010; MARHUENDA; BERNAD; NAVAS, 2010; HIRSCHLER, 2010)
WHICH?
In a test conducted during 2010-2011 to students in the Master of Teaching at the University of Salamanca, with a sample of 123 students of a total universe of 300, as well as an in depth interview conducted by Doctor Roberto Baelo , UNED professor , was extrapolated as related in the two studies that still exist a large percentage of digital illiteracy, and the best known were the resources that students had in their homes and used in his private life , not for laboral purposes.
PROBLEM
Students who do not have these resources in their private lives, are unlikely to achieve their objectives , increasing the cultural gap not only between countries but between students of the same class.Is a new way of “gap between rich and poor students”.(MARTÍN BARBERÓ, 1999)
SUMARY
PROBLEMS
The actual society is not ready for such a profound and instantaneous change
Change the way that education should be imparted to suit the new world of work chaired by the audiovisual
and digital media
Access to information has changed society and
transformed the world of work
• Cultural gap• Lack of goal• High school dropout• Lack of real working
knowledge• Lost laboral opportunities
CONCLUSIONS
Today's society requires a series of media literacy in the workplace itself, and it is necessary to know both the message and the language and this media environment.
Transversality is useless if we have not completed a previous subject to give us the necessary foundation to implement it before.
The student who attends higher education faces the challenge of the transition from academic to the laboral world, point of discussion in Europe on this cycle.
Professional practices, though valuable, are limited to a specific field, preventing other reference or connection to the workplace.
THE RESEARCH
THE HYPOTHESIS
Is necessary a transversal subject in higher education , to connect academic and work world, through the audiovisual and digital media
GOALS
OBJECTIVES:Study resources in Europe applied to the new needs of society.Establish a comparative study between a selection of these resources between countries of the European Union.Collating the state of professional practice as the only vehicle correlative between academic - professional world.Demonstrate that knowledge of the audiovisual and digital message is required to know, understand, assimilate and be able to adapt to their own needs the real working environment .
METODOLOGY
Phase I - Discourse Analysis: thoroughly the study of the European laws.
Phase II - Preparation of a code of practice : in-depth interviews to professors and closed questions and test quality surveys to learners .
Phase III - Experiment: with previous results , practical demonstration of the need for a subject based on ICTs .
