How to design multimedia instruction to teach digital competencies: the case of the first MOOC in Latin America
DOI:
https://doi.org/10.21556/edutec.2014.47.99Keywords:
multimedia, competencias digitales, alfabetización informativa, MOOC, conectivismo, aprendizaje activo, diseño instruccional, Teoría Cognitiva del Aprendizaje MultimediaAbstract
The aim of this paper is to identify the instructional design elements in eight multimedia materials that prompted the development of Informational literacy competencies during a MOOC. Multimedia material is analyzed from two perspectives: the principles of the Cognitive Theory of Multimedia Learning (CTML), and the instructional design applied in the seminary. The qualitative research was conducted through a case study methodology, applying documents analysis, interviews and observation, two constructs were studied: development of digital competencies, and elements of instructional design in multimedia. Findings showed that two principles from the CTML were relevant, coherence and personalization; and two others derived from the design of the MOOC: connectivism and active learning.
Funding
este estudio se desarrolló en el marco del proyecto SINED-CLARISE para la educación a distancia (https
//sites.google.com/site/sinedclarise/) apoyado por el Sistema Nacional de Educación a Distancia (SINED-cn-02/12)
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