Abstract:

Many international European universities have used and developed active methods for teaching that prove to give good results. Specifically, in the case of the University of the Basque Country/Euskal Herriko Unibertsitatea (UPV/EHU), Collaborative Learning (CL) and Problem-based learning (PBL) (and its variant, Project-based Learning) were successfully implemented five years ago by the Vice-Chancellor's Office for Quality and Innovation in Teaching and the ACS (Academic Consultancy Service). These active methods provide a collection of tools and criteria that have huge potential for renewing the teaching-learning process. Specifically, they provide an excellent approach to redesigning learning from the viewpoint of European credits, best known as ECTS.

PBL techniques are the reverse of working with conventional learning processes. With PBL, a problem is presented, learning needs are identified, there is a search for information, and then you return to the problem. As the students move from the initial problem to its solution, they work collaboratively, in small groups (using specific AL techniques). During the learning experience, they share an opportunity to practice and develop cross-cutting skills and know-how, and to observe and reflect on attitudes and values in a way they could hardly be able to put into action in a conventional, lecture-based context.

UPV/EHU's educational model was developed in the 2012-2017 Strategic Plan. Known as DCL-Dynamic Collaborative Learning, it raises a question of vital importance: how should teaching and learning be developed in a 21st century Basque University? This is the great question that the DCL method seeks to answer. It is our own collaborative, multilingual, inclusive and student-centred model, in which students learn and are taught in a comprehensive, flexible manner, adapted to the needs of the wider community.

In the Study Plan for the Audiovisual Communication Bachelor’s Degree, the third year focuses on the students' specialisation in audiovisual communication and develops the skills and abilities they will need to follow their professional careers in the field of information, communication and research.

Film-Making I and Film-Making II are taught in the third year of Audiovisual Communication. It is vital to stress the need to include PBL-project-based learning in these two courses. Therefore, as will be seen in the full communication of the EDULEARN15 Conference, a series of activities have been designed to promote interaction among the students and a greater understanding of the subject. The students become directly and actively involved in preparing some materials and projects, discussing what they are doing and sharing information with their fellow students.

Therefore, our communication highlights that PBL (Project-Based Learning) and DCL-Dynamic and Collaborative Learning, promoted by the University of the Basque Country (UPV/EHU), require new ways of teaching and learning that are more active and collaborative (curriculum development). With this in mind, teacher training, institutional policies, relations with the wider community and the new role of the students must reach out and collaborate in an orderly, coherent fashion.

Keywords:

Active methods, project-based learning (PBL), dynamic collaborative learning (DVL), Audiovisual Communication.