Audiovisual Communication

The Internet and ongoing innovations in media technology are having an impact on journalism and educators in mass communication. Many universities and journalism training schools are trying to adapt their curricula to the new landscape. Innovation and creativity are considered key concepts to deal with the new changing media environment, but, what does the official Spanish White Paper on Communication Degrees have to say about creativity and innovation? Do these concepts have any presence in the curricula for Spanish Communication Degrees? And, if so, how can this presence be fostered? After mentioning an interesting initiative involving Innovation Journalism at the Stanford Center for Innovation and Communication, this paper provides an outline of two interesting methodologies that can be used to promote both innovation and creativity in Communication Studies, namely Design Thinking and Creation Nets. Design Thinking refers to methods and processes for investigating defined problems, acquiring information, analyzing knowledge, and positing solutions/products in the design and planning fields (this particular style of creative thinking-in-action is having an increasing influence on twenty-first century education across disciplines). Creation Nets, on the other hand, have as their most distinctive value the ability to flexibly and scalably mobilize dispersed and diverse talent for innovation. This has been tested in the Innovation Incubator Project, a project developed via experimentation in seven journalism schools from the United States. The paper will go on to focus on an innovation project based on the Design Thinking process that is being developed on the Audiovisual Communication Degree at Mondragon University.

The aim of this PhD research is to know how digitization has brought about new ways of television
and video consumption among youth, focusing on online video sharing. The study is carried out
among Mondragon University students to collect quantitative and qualitative data of their viewing and
sharing habits. It is as case study that comprises a survey, a media diary and in-depth interviews. This
article is focused on the quantitative results of the study. The findings show that the TV set is still the
preferred format for television viewing. In contrast, the importance of the online sharing is
highlighted, since almost %68 of the youth share video content on the web.

This article examines the different ways of interaction that young people have with television and online video content. Inspired by Van Dijck's argument (2009), that there is a misleading assumption to define the audience in terms of passive recipients related to old media (e.g. television) and active participants who are internet users, the aim of this study is, firstly, to analyze if there are differences related to the type of medium; and, secondly, to examine if it is possible to develop an audience interaction typology in relation to television and to video content. The study presents the most significant statistical results of a survey of 475 students conducted at Mondragon University. After carrying out a factorial analysis, two multiple generalized linear regressions and a cluster analysis, our results show that it is statistically impossible to describe the audience's attitude as a dichotomy between passive television viewers and active internet users. Likewise, it is not possible to develop an audience interaction typology in relation to television and to video content. The results rather show a multifarious profile of activity patterns related to specific contents and interactive practices on the Web. This study illustrates the complexity of content, context and audience practices in the new media environment.

This article examines the relationship of university students with television and online video content. Convergence processes in many areas during the digital age have significantly changed both audiovisual content consumption patterns and the content on offer itself. In addition, Web 2.0 has made it possible for interaction to go beyond mere consumption. The purpose of this research study was to ascertain what kind of interaction takes place between young people and audiovisual content. The categories analyzed are watch, share and create, with a focus on students' everyday life. A mixed-method approach was used across a sample of 475 students from Mondragon University. Our main finding is that, although young people have the resources necessary to interact with media, this condition is not sufficient to favor behaviors that are more active. Young people show different practices and attitudes depending on the individual, the content, and the context but, in general, the interactive patterns that they have with television and online video content have more links with the mass communication paradigm than with the new communicative paradigm that arose in the Web 2.0 era.

El objetivo de esta investigación es conocer en qué medida ha cambiado la relación de los jóvenes con el contenido audiovisual en el ecosistema mediático del siglo XXI. Este estudio forma parte de una tesis doctoral defendida en julio de 2017, sobre la interacción de los jóvenes universitarios de Mondragon Unibertsitatea con los contenidos audiovisuales, interacción entendida en su sentido más amplio, ya que abarca las actividades de ver, compartir y crear (Carpentier, 2011, Napoli, 2010).  En esta comunicación se presentan las conclusiones más significativas de cada uno de los niveles de interacción analizados en la tesis, con el objeto de aportar al debate y estado de la cuestión del comportamiento de la audiencia en el nuevo paradigma de la comunicación (Castells, 2009, Bolin, 2014), a saber: los hábitos de consumo audiovisual en la televisión e internet (Bondad-Brown, 2011, DiegoGonzález, Guerrero-Pérez y Etayo-Pérez, 2014, Tryon y Dawson, 2014, Herrero y Urgellés, 2015, D´heer y Courtois, 2016, por mencionar algunos) el fenómeno de la televisión social (Marinelli y Andó 2014, Quintas y González, 2014, Lamelo, 2016, Wilson, 2016, entre otros), y la actividad de compartir y crear contenido (Jenkins,2006, Hermida et al. 2012, Villi y Matikainen, 2015, Sánchez-Martínez e Ibar-Alonso, 2015, Hernandez-Serrano et al., 2017).  La investigación se enmarca dentro de la corriente de los usos y gratificaciones, en la que se combinan la metodología cuantitativa (mediante cuestionario) y la cualitativa (diario y entrevistas semi-estructuradas). Se ha elegido estudiar a jóvenes universitarios debido a que son los que potencialmente pueden tener una actitud mediática más activa (Evans, 2011, Badillo eta Marenghi, 2003).  Entre las principales conclusiones destaca el tiempo de consumo de la televisión convencional, ya que sigue siendo mayor al consumo audiovisual por Internet. Sin embargo, hay un grupo significativo de jóvenes que no consumen televisión por falta de interés hacia el contenido que ofrece este medio en general. Estos jóvenes han sustituido el consumo televisivo por el consumo audiovisual a través de Internet, un consumo en el que predomina el contenido producido por las industrias culturales. Por otra parte, los jóvenes que consumen contenido televisivo prefieren hacerlo en la televisión convencional; es habitual el uso de una segunda pantalla cuando ven televisión, pero, por lo general, la actividad que realizan en ésta no se relaciona con la televisión social. En un nivel más alto de interacción, cabe resaltar que el 70% de los jóvenes comparte videos que encuentra en la red y que más de la mitad crea videos que posteriormente comparte a través de Internet. Sin embargo, los videos creados son compartidos de forma privada, por lo que esta creación no se puede enmarcar dentro del fenómeno User Generated Content (Wunsch-Vicent y Vickery, 2007).

The Internet and ongoing innovations in media technology are having an impact on journalism and educators in mass communication. Many universities and journalism training schools are trying to adapt their curricula to the new landscape. Innovation and creativity are considered key concepts to deal with the new changing media environment, but, what does the official Spanish White Paper on Communication Degrees have to say about creativity and innovation? Do these concepts have any presence in the curricula for Spanish Communication Degrees? And, if so, how can this presence be fostered? After mentioning an interesting initiative involving Innovation Journalism at the Stanford Center for Innovation and Communication, this paper provides an outline of two interesting methodologies that can be used to promote both innovation and creativity in Communication Studies, namely Design Thinking and Creation Nets. Design Thinking refers to methods and processes for investigating defined problems, acquiring information, analyzing knowledge, and positing solutions/products in the design and planning fields (this particular style of creative thinking-in-action is having an increasing influence on twenty-first century education across disciplines). Creation Nets, on the other hand, have as their most distinctive value the ability to flexibly and scalably mobilize dispersed and diverse talent for innovation. This has been tested in the Innovation Incubator Project, a project developed via experimentation in seven journalism schools from the United States. The paper will go on to focus on an innovation project based on the Design Thinking process that is being developed on the Audiovisual Communication Degree at Mondragon University.