Audiovisual logbook as a pedagogical strategy of educational Guidance for tutoring in the arts

Abstract

This article focuses on an educational experiment developed in the University of the Arts in Ecuador, which explores the potential of audiovisual narrative self-registration with smartphones as a tool for tutoring. These pedagogical experiences were carried out between the months of October 2019 and February 2020, as part of the host tutorials of the level course with a group of twenty-one student applicants to the dance degree course. The research method used was qualitative descriptive, based on discourse analysis. An open-ended questionnaire was used to develop the qualitative approach. The objective of the research was to collect the impressions associated with the use of the smartphone as a useful tool for reflection and self-regulation in higher-level arts education. The results obtained show that we can consider the narrative self-registration with smartphones as a very useful strategy, by allowing the new students to carry out their own self-evaluations of different aspects related to their vocational self-evaluation, the integration into the institution, as well as relations between peers, with the teachers and the administrative staff. These are aspects that directly affect the personal and academic success from the beginning in higher education in the Arts, and this contributes to the comprehensive training of students.