Extension and teaching in the Social Sciences with AI and audiovisual: a decade of collaborative workshops

Abstract

We report a decade (2016–2025) of collaborative workshops in the Social Sciences that combine audiovisual language, digital networks, and—more recently—assistive AI under human supervision. Across 20 editions, 1,305 people enrolled; 944 completed; 753 earned certificates; and 236 short films were produced (207 published). The pedagogy deliberately reverses the usual order: participants first work in improvised groups to tackle concrete problems (script, capture, sound, editing, and responsible AI use) and then form autonomous teams to synthesize learning into a short film. During remote delivery, Google Forms adapted in-person reflection and debate, serving as a workflow log and a prompt for data literacy—contrasting consciously provided data with platform inferences.
Based on 542 valid records (regular medium/long editions, 2020–2025), self-reported knowledge on a 0–5 scale rose from 1.43 (pre) to 3.39 (post), a +1.96 gain. Increases were slightly higher for Functions (direction, genre/theory, pre-production) than for Techniques (video post-production, sound design). Qualitative evidence shows expanded digital and audiovisual literacy, strengthened collective authorship, and durable communities of practice bridging academic and community settings. Limitations include self-report bias, reduced synchronous practice with equipment, and infrastructure inequalities.

We propose a portable methodological kit (phases, instruments, supervision protocols) and next steps: enhance assessment (public rubrics and longitudinal tracking); reduce access barriers (data grants, basic capture kits, accessibility resources); ensure AI transparency (usage logs and credits); promote responsible data openness (anonymized datasets); expand train-the-trainer programs; and strengthen partnerships and public policy for inclusive digital education. This contribution intent to offer a replicable, inclusive model for critical Social-Science teaching that makes visible how meaning and power circulate in learning.