<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000100144</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-1.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Human Centered Design como camino de exploración creativa en la enseñanza-aprendizaje del audiovisual en pregrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Human-Centered design as a creative exploration path in the teaching-learning of audiovisual undergraduate students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Human Centered Design como um caminho exploratório criativo no ensino-aprendizagem do audiovisual na graduação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Guerrero]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes]]></surname>
<given-names><![CDATA[Carlos Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>144</fpage>
<lpage>164</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Determinar los beneficios del empleo del Human Centered Design en la formación audiovisual a nivel de pregrado, en el caso del alumnado de la asignatura Géneros y Formatos Audiovisuales, del tercer semestre de la carrera en Comunicación Audiovisual, en la Universidad de La Sabana (Colombia).  Metodología . Este caso estudio, de enfoque cualitativo, aborda la aplicación de los principios del HCD contenidos en los pasos de Design Thinking, por parte del estudiantado en el desarrollo de creación de un cineminuto. Participan 177 estudiantes, durante el periodo comprendido desde 2018-2 a 2019-2. A partir de instrumentos de recolección de datos como la observación participante, las revisión documental y audiovisual, resultante de cada fase del proceso, se analizan tres categorías: la seguridad creativa, la resolución de problemas creativos y el conocimiento adquirido por el alumnado.  Resultados . La aplicación de HCD mostró avances en el aprendizaje del alumnado en los aspectos estudiados, aunque plantea desafíos en el terreno del trabajo en equipo.  Conclusiones . HCD resulta una forma efectiva de presentar al estudiantado un camino de exploración para la creación audiovisual, que fomenta la seguridad creativa, mejora el abordaje de problemas narrativos y técnicos, mediante la evaluación y prototipado de sus trabajos; por tanto, consolida los conocimientos adquiridos tanto en clase como en fases de empatía, (investigación).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  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).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. Determinar os benefícios do uso do Human Centered Design na formação audiovisual de graduação, no caso de estudantes da disciplina de Gêneros e Formatos Audiovisuais, do terceiro semestre da carreira em Comunicação Audiovisual, da Universidade de La Sabana (Colômbia).  Metodologia. Este estudo de caso, com abordagem qualitativa, aborda a aplicação dos princípios de HCD contidos nas etapas do Design Thinking, pelo corpo discente no desenvolvimento da criação de um cineminuto. Participaram 177 estudantes, durante o período de 2018-2 a 2019-2. A partir de instrumentos de coleta de dados como observação participante, revisão documental e audiovisual, resultantes de cada fase do processo, três categorias são analisadas: segurança criativa, resolução criativa de problemas e os conhecimentos adquiridos pelos estudantes.  Resultados. A implementação do HCD deixou perceber avances no aprendizado dos estudantes nos aspectos estudados, apesar de apresentar desafios na area do trabalho em equipe.  Conclusão.  O HCD é uma forma eficaz de apresentar aos estudantes um percurso de exploração para a criação audiovisual, que fomenta a segurança criativa, melhora a abordagem de problemas narrativos e técnicos, através da avaliação e prototipagem do seu trabalho; portanto, consolida os conhecimentos adquiridos tanto nas aulas quanto nas fases de empatia (pesquisa).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Creación audiovisual]]></kwd>
<kwd lng="es"><![CDATA[didáctica audiovisual]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[estrategia didáctica]]></kwd>
<kwd lng="es"><![CDATA[diseño-centrado en personas]]></kwd>
<kwd lng="es"><![CDATA[pensamiento de diseño.]]></kwd>
<kwd lng="en"><![CDATA[Audiovisual creation]]></kwd>
<kwd lng="en"><![CDATA[audiovisual didactic]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
<kwd lng="en"><![CDATA[design thinking]]></kwd>
<kwd lng="en"><![CDATA[teaching strategy]]></kwd>
<kwd lng="en"><![CDATA[human-centered design]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="pt"><![CDATA[Criação audiovisual]]></kwd>
<kwd lng="pt"><![CDATA[ensino audiovisual]]></kwd>
<kwd lng="pt"><![CDATA[ensino universitário]]></kwd>
<kwd lng="pt"><![CDATA[estratégia didática]]></kwd>
<kwd lng="pt"><![CDATA[desenho centrado nas pessoas]]></kwd>
<kwd lng="pt"><![CDATA[pensamento sobre desenho]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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