ABSTRACT
The ability to produce audiovisual texts for professional communication is increasingly significant in various fields. While modern technology simplifies video production, effective audiovisual communication requires more than just pressing a button. This article introduces a sub-skill-based approach to teaching audiovisual competence, where non-professional video makers develop individual skills step by step to gain better control over their production process. This structure allows non-professional video makers to prioritize and refine the skills that matter to them at a given moment in their projects. The study is based on five years of autoethnographic research conducted at the University of Tartu, analyzing fieldnotes and student feedback. The findings indicate that a sub-skill-based approach enhances flexibility in teaching audiovisual production without compromising quality, making it an effective method for higher education settings. By structuring audiovisual learning in this way, the approach also supports the development of media literacy and critical engagement with digital content.
KEY WORDS
Audiovisual Competence. Autoethnography. Higher Education. Media Education. Media Literacy. Proximal Zone of Development. Sub-Skills. Teaching Video Production.
DOI
https://doi.org/10.34135/mlar-25-02-02
A Sub-Skill-Based Pedagogical Model for Audiovisual Competence: An Autoethnographic Study in Higher Education © 2025 by Eleri Lõhmus, UCM Trnava is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.