A MODEL FOR HIGHER EDUCATION WITHIN THE NEW COMMUNICATION TECHNOLOGIES DEGREE IN THE COMMUNICATION AND ARTS DEPARTMENT OF THE UNIVERSITY OF AVEIRO – PORTUGAL Conceição Lopes1, Jorge Ferraz de Abreu2, Lídia Oliveira3 Communication and Arts Department (DeCA) - University of Aveiro (UA) 1
[email protected], 2
[email protected], 3
[email protected]
Abstract: The aim of this paper is to present a model for higher education in New Communication Technologies that is presently being developed at the Communication and Arts Department of the University of Aveiro. This education model is based on an open system consisting of various elements that interact in a dynamic, interdependent and non-summing network. This system seeks to affirm the singular nature of interaction among communication, art and technology. Education is centred on the dynamics of the project which clearly shows that student’s ‘learn to learn’ and ‘learn to learn as one learned to learn’ (Bateson, 1977: 257-266). The project is organised and managed by the teaching staff of the different subject areas and methodologically guarantees the trans-subject perspective that the model presupposes. The model sequences the repetitive education and transformation process, whose complexity evolves from a preliminary cycle made up of the first and second years until the final in-depth study cycle which finishes in the fourth and final year of the degree course. It is intended that the presentation of this higher education model will contribute to the discussion concerning problems of teaching and learning new communication technologies. This paper is developed around the following key words: Communication, Learning, Information, Aesthetic Experience, Technology, Open system, Project, Education and Trans-subject.
1. THE DEGREE IN NEW COMMUNICATION TECHNOLOGIES The University of Aveiro has offered the Degree in New Communication Technologies since 1993 and its curriculum was revised in 2000. It is one of the most popular higher education courses among university applicants. At the end of four years, the young Communication Experts have acquired skills in their professional area of expertise that include inter-personal mediation and technological ability. This gives them with the skills to play an active role in the workforce and outfits them with the specific technological know how to solve communication and information problems. Some of the fields of activity these graduates can engage in include creating on and off-line multimedia solutions; implementing the general communication system of an organisation; management consulting, creation and dynamics of information through digital and analogical interaction networks; participating in and/or leading multimedia project teams (especially in marketing), advertising, cinema and video production and direction, interactive television, 2 D and 3 D animation; creating and divulging e-learning technological environments; creating and carrying out products which use ludicity for understanding the mission and aims of an organisation; and creating communication products for people with special needs.
1
1.1
Profile of the Graduate in New Communication Technologies at the University of Aveiro and the job market
Graduates in New Communication Technologies are a third Millennium workforce who have humanistic, social, aesthetical, technological and management skills and the competence which allows them to execute professionally far-ranging activities in the area of communication. At the same time, they are capable of performing very specific information activities (in the area of multimedia). Their main distinctive feature is that they can handle communication through technology. Future employers are public and private institutions and organisations working in various fields of activity. In the public sector, some of these organisations include central, regional and local administration, i.e., local authorities, schools and health services. Examples of private organisations are commerce, industry, tourism, culture, media and design companies, cinema, video, advertising and marketing producers, libraries, socio-professional associations, non-government associations, entertainment production companies as well as management and human resources services. 1.2
The uniqueness of Initial Education – Enhancing trans-subject aspects
The education profile we outlined was created from the realisation that today's communication experts must adapt quickly to changes and from discussions concerning this issue between lecturers/professors and former students. We attempted to construct a new Curriculum, identifying and overcoming the frailties of the previous one, which was based on a “pluri or multi-subject” approach. This antiquated Curriculum was characterised by Pierre Weill et al as the “juxtaposition of many subjects without attempting a synthesis” (Weill, 1993:30). This discussion showed the power of intersubject practices and the lecturers/professors were open to the need for developing and consolidating those practices. Such teaching practices result from the synthesis of two or more subjects, enabling co-operation and introducing a level of discourse (meta-level) which uses a new descriptive language that facilitates structural and functional inter-relations among the subjects. A new perspective on education was outlined throughout 1999/2000 with the programme “rethinking syllabi” that the University of Aveiro developed at the end of the 90s. Rethinking the education of future communication experts who will find themselves in constantly changing social and organisation contexts involves taking responsibility for the effect that such choices considered to be more adequate and motivating will have. 1.3
A holistic perspective supports the choices of the new Curriculum.
The team who is responsible for restructuring the degree course has worked together with the lecturers/professors in an inter-relational and interactive process, consolidating the intersubject perspective into the different subject syllabi. Step by step, the structure of the new Curriculum has been constructed. This structure promotes and defends the possibility of co-producing trans-subject perspectives. By means of inter-subject communication between the lecturers/professors of the different subject areas (rather than only through informative pluri-subject interaction) a co-production of a common axis for the various subjects within the desired holistic education perspective is attempted.
2
1.4
Trans-subject education
The trans-subject approach is complementary to the subject approach and has a set of characteristics that are highlighted by Basard Nicolescu (Nicolescu, 1996). One could say that the trans-subject perspective is the confrontation and cohesion of the different subject areas of knowledge, which circulate and coexist to reveal their differences and similarities. Here, new types of relationships take place; co-operation relationships with new behaviour patterns (trust, openness to understanding each other). As well, new teaching methods are created centred on active student participation in processes that are logically defined by Bateson (Bateson, 1977, 1980) as “deutero-learning“ (learning how to learn) and “trito-learning” (learning how to learn how one has learnt) and the use of creativity and critical judgement in problem solving. Trans-subject teaching and learning is inherent to this communication, which recognises the existence of different experienced levels of understanding. It is in this sense that the question is raised; is reality real? (Watzlawick, et al., 1967) and (Watzlawick, 1978). According to Watzlawick, the answer is based on the fact that real reality does not exist and that there are realities with diverse dimensions of sense. The trans-subject perspective is multi-referential and multi-dimensional, just as reality is. Finally, one reaffirms that the trans-subject perspective is more adequate to the profile of the communication technology graduate by promoting between lecturers/professors and students the communicative attitude, ability and competence through the use of “an intelligence which can encompass the planetary scope of present day conflicts (…) and face the complexity of our world and the contemporary challenge of the material and spiritual self-destruction of our species” (Trans-subject Perspective Charter, 1994). 1.5
Scientific Areas of the Degree
Bearing in mind the DeCA’s concept of education and the profile of the NTC graduate which was detailed above, the compulsory scientific areas and their distribution in credit units is 117.0 (UC) /218.0 (ECTS), as follows: Scientific Areas (CTC) Communication Sciences and Technologies (DS) Design (CET) Computer Science (CL) Language Sciences (CJ) Law (GES) Management (EA) Art Studies (CTC) Trainee period – Project Optional Scientific Areas Other areas (Free Option)
Credits 67.5 131.5 9.0 12.0 2.0 4.5 7.0 10.5 3.5 5.0 6.5 11.5 6.5 13.0 15.0 30.0 9.5 16.0 3.0 6.0
Curriculum Approved in Diário da República No. 253 – of 31st October 2001– II Series Annex XXVII 1.6
Working method of this Education system
The concept behind the initial education model is that of an open system resulting from the association of various fields of knowledge, specifically communication, as well as art and technology. They are the basis for a culture that identifies the specificity of the degree in New Communication Technologies of the Department of Communication. The Curriculum is structured around: 3
§
Two education cycles which define the basis and guide the choice of content for each subject’s syllabus: - the Propaedeutic Cycle, which provides the basis for general education; - the In-depth Cycle, which guides the specialisation of future professional performance.
§
Four organisation axes (one per year) around which learning is organised. Each axis (see table 1 - Structure of the Curriculum) is in accordance with the two education cycles and organises the choice of subjects. It is also the framework for choosing the contents and methods of teaching/learning. The first year of the degree focuses on the conceptual axis, communicative and aesthetical attitude, ability and competence. The second year is based on technological mediation. The third year centres on communication and information management and production and the fourth year is focussed on multimedia production and intervention.
§
Five categories of subjects Subject: “Specific field of knowledge which has its own characteristics regarding the teaching and forming mechanisms, methods and matters” (Michaud, 1972). The interaction among the subjects, which make up each of the five categories (see table 2 - inter-subject convergence uniqueness/complementarity), can take place in two ways: 1. through contacts and interaction among the lecturers/professors who are responsible for those subjects - i.e., being informed about the contents, teaching-learning strategies and evaluation; 2. through co-operating interaction that puts into practice the concept behind the construction of the Curriculum. -
-
Autonomous subjects which are common to the different Communication and Arts Department degrees, represent autonomous fields of knowledge and have their own evaluation (although they are common to various DeCA degrees). The syllabi of these subjects focus on acquiring transversal competencies, which are part of different degree courses. Autonomous subjects, which are specific to the New Communication Technologies degree, representing an autonomous field of knowledge and have their own evaluation. Optional subjects, a minimum number of which the student has to choose and whose attendance is optional throughout the Curriculum Free/complementary subjects, which guide the student into choosing a specialisation in a specific field or fields. Free/optional subjects aiming at personal enrichment, which can be chosen from a wide range of subjects included in all the degrees of the University of Aveiro.
The Trainee period is a subject category that has different characteristics. Due to its nature, the trainee period is a privileged area for the organisation of plurisubject teams consisting of Communication and Arts Department lecturers/professors, students and professional people who welcome them to a training centre. A co-ordinating lecturer/professor is responsible for the general supervision of the trainee period. He is entrusted by the Direction of the Communication and Arts Department with guaranteeing the functioning structure according to the degree’s concept of initial education, the management of the training centres and the development and utilisation of common evaluation criteria for all the students. 4
It should be noted that the working method of the different UA departments guarantees cooperation and access to the excellent resources of the research and teaching centres outside the Communication and Arts Department. Among others are the SAGEI, Electronics and Telecommunications and Languages and Cultures. 1.7
The Tutor
The concept behind the education of the future communication expert assumes that the consolidated image of the tutor lecturer/professor will be instrumental in guiding and supporting students throughout their course. We foresee that the Tutor will intervene in two ways: 1. By accompanying the class from the first year until they finish their degree so as to provide support to the students within the University and the Department; 2. By accompanying small groups of students (7/8 students) throughout their degree course so as to help them solve specific relation and performance problems. 1.8
Final remarks
The new Curriculum is not a juxtaposition of subjects. Acquiring the right attitude, ability and competence for future professional performance is not meant to be the result of accumulating the subjects included in the curriculum. We do not consider education to be a mere addition. Rather, we believe that what happens in a particular subject area or subject has multiple effects on the student’s global education. The meetings are privileged moments for communicating and exchanging experiences, creating a dialogue between lecturers/professors and the students. Their aim is to put metacommunication into practice as a strategy for active participation, confrontation, cohesion, information circulation, mutual understanding and problem solving. The Curriculum favours an inter-subject perspective and seeks trans-subject perspectives, which are slowly built by the Communication and Arts Department staff. It promotes research within the fields of Science, Arts and Communication Technologies. It puts into perspective the subjects that are part of the humanities, aesthetics and social fields as well as those included in the technological area. It attempts to consolidate the training project’s scope and method and offer the students freedom of choice regarding their field of specialisation by providing a wide range of optional subjects. It reinforces inter-department interaction, not only through the subjects that the DeCA offers the university, but also by opening this department to the resources that exist in other UA departments. Note: We would like to thank all the lecturers/professors and students who directly or indirectly contributed to building this training project.
5
1º Ano eixo conceptual organizador da formação - atitude e competência comunicacional, tecnológica e estética
1º semestre
Áreas científicas
Movimentos Artísticos ContemporâneosAH 1 - EA Introdução às TIC CET - EI Dramaturgia da Comunicação HumanaCS - CC Psicolinguística CS - L Laboratório Multimédia 1 CTC
HS T TP P UC reais
2º semestre
2 1 2 2 2
Movimentos Artísticos Contemporâneos 2 Teorias da Comunicação Estética 1 Opção 1 - tutorada Laboratório Multimédia 2
0 0 2 2 4
0 3 0 0 0
20
2,0 2,1 3,4 3,4 4,7
Áreas científicas AH - EA CTC AH - F CTC
15,6
HS T T P UC P reais 2 2 2 2 3
0 2 1 2 0 22
0 0 0 0 6
2,0 3,4 2,7 3,4 5,3 16,7
2º Ano eixo conceptual organizador da formação - competência de mediação tecnológica
1º semestre
Áreas científicas
Imagem digital 1 CTC - DS Sociolinguística CS - L Ergonomia cognitiva CTC Sistemas de Comunicação Multimédia 1CTC Laboratório Multimédia 3 CTC
HS T TP P UC reais 1 3 0 3,0 2 2 0 3,4 2 2 0 3,4 2 2 0 3,4 2 0 6 4,3 20
2º semestre
Áreas científicas
Imagem digital 2 Cibercultura Guionismo Sistemas de Comunicação Multimédia 2 Laboratório Multimédia 4
CTC - DS CTC CS - P CTC CTC
14,3
HS T T P UC P reais 1 3 0 3,0 2 0 0 2,0 2 2 0 3,4 2 2 0 3,4 2 0 6 4,3 22
16,0
3º Ano eixo conceptual organizador da formação - gestão e produção da comunicação e da informação
1º semestre Comunicação institucional Ergonomia dos Sistemas Introdução à Gestão de Empresas Gestão de Recursos Humanos Laboratório Multimédia 5
CTC - DS CTC CS - EG CS - EG CTC
HS T TP P UC reais 2 2 0 3,4 2 2 0 3,4 1 3 0 3,0 2 2 0 3,4 2 0 6 4,3 24
2º semestre Implementação e controlo de projectos MM CTC - DS Direitos de autor em multimédia CS - CJ Projecto 1 CTC Opção 2 - componente CTC ou AH
17,4
HS T T P UC P reais 2 2 0 3,4 2 2 0 3,4 1 8 0 6,5 0 4 0 2,7 21
15,9
4º Ano eixo conceptual organizador da formação - competências de produção e da intervenção nos domínios da comunicação, arte e tecnologias
1º semestre Projecto 2 Publicidade e Marketing Opção 3 - componente CTC Opção 4 - componente AH
CTC CTC - DS
HS T TP P UC reais 1 8 0 6,5 2 0 2 2,8 0 4 0 2,7 0 4 0 2,7 21
2º semestre Estágio - projecto. ESTRUTURA: protocolos com empresas. Protocolo orientador científico-pedagógico. 3 docentes supervisores responsáveis (área com., tecnologia e arte)
14,7
HS T T P UC P reais 0 0 30 15,0 30
Disciplinas autónomas e comuns a várias licenciaturas do DeCA
Disciplinas de opção
Disciplinas autónomas e específicas à licenciatura em NTC do DeCA
Disciplinas de opção complementar
15,0
Disciplinas convergentes com a área de projecto da lic. em NTC Opção 1 - tutorada (1º ano) Português Técnicas de trabalho Inglês 2
Opção 2 - componente CTC (3ºano) Fotografia Vídeo Modelação Computacional de Objectos Sistemas de Com. e Infor. nas organizações Terminais Multimédia
Opção 2 - componente AH (3º ano) Ludicidade e produção cultural Prática das artes performativas História das mentalidades Semiótica da imagem História do audiovisual
Opção 3 - componente CTC (4º ano) Animação Televisão Interactiva Sonorização para multimédia Jogos interactivos Produção MM para públicos específicos Multimédia na Formação
CS - L CTC CS - L
CTC - DS CTC - DS CTC - DS CTC CTC
CTC - DS AH - CTC DLC AH - EA CTC DS - ED
Opções complementares Música electroacústica História e estética do Design História da Música Introdução à etnomusicologia Técnicas de Impressão Ilustração Inglês 1
Opção 3 - componente AH (4º ano) Inglês 3 Produção de artefactos lúdicos Projectos integrados em arte História do audiovisual Técnicas de impressão
CTC CTC CTC - MUS CTC CTC - MUS CTC
MUS MUS MUS CTC - DS DS CS - L
CS - L CTC - DS CTC - DS - MUS DS DS
Áreas científicas: CET - Ciências de Engenharias e Tecnologias EI - Eng. Electrótécnica e Informática CS - Ciências Socias EG - Economia e Gestão CJ - Ciências Jurídicas P - Psicologia CC - Ciências da Comunicação L - Linguística AH - Artes e Humanidades F - Filosofia EA - Estudos Artísticos DS - Design DE - Desenho DC - Design de Comunicação DI - Design Industrial ED - Estudos em Design MUS - Música CTC - Ciências e Tecnologias da Comunicação
Table 1 - Structure of the Curriculum
6
Table 2 - Inter-subject convergence uniqueness/complementarity
7
REFERENCES BATESON, Gregory (1980). Vers Une Écologie de L’Ésprit, Tome II, Ed. Seuil (trad.) BATESON, Gregory (1977). Vers Une Écologie de L’Ésprit, Tome I, Ed. Seuil (trad.) CARTA da Transdisciplinaridade, In NICOLESCU, Basarab (1996). Ob citada, pp147-151 La Transdisciplinarité – Manifeste. Éditions du Rocher. pp 147-151 ( Primeiro Congresso da Transdisciplinaridade, Convento da Arrábida, Prrtugal, 2-7 de Novembro de 1994). CREMA, R. (1991). Introdução à Visão Holística, São Paulo, Summus. MICHAUD, G., (1972). La Pluridisciplinarité Diffusion PUF, Paris (1985 trad.) NICOLESCU, Basarab (1996). La Transdisciplinarité – Manifeste. Éditions du Rocher. WATZALAWICK, P. (1978). La realité de la Realité. Paris, Seuil. WATZLAWICK, P.; BEAVIN, J.; JACKSON, D. (1967). Pragmatics of Human Communication. EUA, W.W. Norton & Company (trad.). WEILL, P. (1976). A Consciência Cósmica, Ed. Vozes, Ltda. WEILL, P. (1991). Tecnologias e organizações para o século XXI. A nova Cultura Organizacional Holística. Rio de Janeiro. Rosa dos Tempos, WEILL, P.; D’AMBRÓSIO, A.; GREMA, R. (1993). Rumo à Nova Transdisciplinaridade, Sistemas abertos de conhecimento. São Paulo, Brasil, Summus Editorial, Lda.
8
