Digital manual to develop interpreting skills in university students

Abstract

The purpose of this work is to argue the importance of the teaching manual as a resource that contributes, in a complementary way, to the achievement of the learning established in the subjects that make up any official undergraduate level curriculum. A documentary search was conducted in the literature, on theoretical information and research, to support from a didactic point of view the importance of the manual, its components, as well as some recommendations for its design. It was identified that this is a current strategy that, with support from technology, can guide the autonomous learning of the university student. The digital age demands resources that are attractive but also contribute to achieving the educational objectives that require the development of fundamental professional skills required by work contexts. Its design poses challenges to teachers that go beyond just having disciplinary knowledge; it also requires them to have the ability to create learning situations that involve students addressing problems or challenges and solving them through decision-making, theoretical knowledge, and affective and social skills to generate new knowledge and experiences that allow them to develop in the professional and social spheres.

The Digital Manual for Interpretation aims to serve as a guide for the autonomous learning of the contents of subjects aimed at training students of the bachelor’s degree in communication in the analysis of the various manifestations of reality from the image. The work proposes a series of complementary didactic sequences that allow the student to begin, independently, in the fundamental processes of the analysis of pictorial expressions, whether static or dynamic, through strategies that involve decision-making, problem solving, argumentation and creativity. The aim is for the theoretical knowledge acquired by the student through the learning process to be translated into meaningful practical experiences. To this end, the digital manual incorporates technological resources that facilitate autonomous access to the activities, considering the particular needs, times and spaces of each student. Likewise, it privileges observation, the exchange of perceptions between peers and the exploration of nuances not obvious at first glance, in order to promote a critical and reflective look at reality