The university is no longer just about classrooms and blackboards—it's also about cameras, editing, and digital storytelling. This article explores how three institutions in Ibero-America have integrated audiovisual production as a key component of their commitment to teaching innovation.
Through the analysis of CEDU (Colombia), VideoLab Tec (Mexico), and MediaLab UHU (Spain), the article presents a detailed overview of their structures, working methods, and pedagogical support models, highlighting their strategic role in designing high-quality educational materials.
The study offers valuable comparative insight, revealing both achievements and shared challenges—from the sustainability of these spaces to the ongoing demand to keep pace with technological and pedagogical advances.
One particularly noteworthy aspect is the active involvement of student interns, which enhances the educational value of these labs and aligns them with the emerging professional demands in education and communication.
The combination of qualitative and quantitative data, along with user testimonials, strengthens the study and provides a useful framework for other universities interested in developing similar initiatives.
Beyond technical production, the article focuses on what truly matters: how learning happens. Videos are no longer just supplementary resources—they become part of the learning fabric, especially when designed with a participatory mindset, pedagogical intent, and openness to new expressive languages.
In the face of a constantly evolving educational landscape, these experiences offer clear guidance for rethinking the role of media in higher education.
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How to Cite: Toscano-Alonso, M., Aguaded, I., Manotas Salcedo, E. M., & Farias-Gaytán, S. C. (2022). Audiovisual Production in University: Spaces for Teaching Innovation in Iberoamerica. RIED-Revista Iberoamericana de Educación a Distancia, 25(1), 41–58. https://doi.org/10.5944/ried.25.1.30611
