  This study aims to share a teaching experience teaching sound design for
audiovisual productions and compares different projects tackled by students. It
is not intended to be a comparative analysis of different types of teaching but
rather an analysis of different problems observed in different profiles of
students of the subject who study it in different grades. The world of audio
can be very interesting for a large part of the students, both those with
creative and technical inclinations. Musical creation and production,
synchronization with images, dubbing, etc. They are disciplines that are
generally interesting but can have a very high barrier to entry due to their
great technical complexity. Sometimes it can take weeks or even months for the
uninitiated to begin to use audio editing programs with the necessary ease,
which are not always particularly intuitive for students. Learning through the
use of PBL methodologies generates, in our experience, results much superior to
those that can be observed through the use of other teaching methods such as
master classes. Students acquire technical skills while developing creative
projects in which they get personally involved. Despite everything mentioned
above, most interactions between teachers and students focus on aspects of
technical correction. From different parameters in reverbs (such as pre-delay,
decay, modulation...) to how to correctly adjust compressors, noise gates,
etc.; The number of tools with which to work with audio is incredibly
extensive, as well as many of its features that can present serious differences
depending on their manufacturers.
