Digital Competency Metro for Teachers: A Training Strategy Based on Microlearning
DOI:
https://doi.org/10.21556/edutec.2025.92.3407Keywords:
microlearning, digital competency, teacher training, design-based researchAbstract
The development of digital teaching competencies (DTC) is essential due to the dynamic nature of digital technologies that can enhance university teaching. Despite the need to promote DTC, institutional dynamics prevent faculty from having sufficient time for training. This situation highlights the interest in validating the potential of microlearning as a self-managed, flexible, and agile training alternative. To this end, a design-based research approach is implemented to create a training pathway called the "Digital Teaching Competency Metro," considering the necessary characteristics for designing a microlearning-based training strategy. Specifically, this article presents the evaluation results of a pilot study conducted with a sample of 40 faculty members from Universidad de la Salle, Colombia, aiming to determine the relevance of a microlearning strategy for DTC training. The findings indicate that the strategy is highly valued by university faculty, and its combination with alternatives such as rapid course-workshops, evidence portfolios, and competency level certification facilitates and motivates the training process.
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Universidad de Salamanca
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