<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000100015</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i22.918</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El diseño de recursos didácticos digitales: criterios teóricos para su elaboración e implementación]]></article-title>
<article-title xml:lang="en"><![CDATA[The design of digital teaching resources: theoretical criteria for their development and implementation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Serrano Flores]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Panamericana Escuela de Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente ensayo tiene el propósito de desarrollar un diálogo argumentativo en torno a criterios teóricos que se pueden considerar para el diseño e implementación de recursos didácticos digitales. La importancia de reflexionar sobre el tema radica en la necesidad de mejorar la instrucción en línea, que por causa de la pandemia provocada por el virus del SARS-CoV2, ha impuesto la necesidad de trasladar la instrucción presencial a otras modalidades que se incluyen en el e-learning, tales como la educación línea o la educación mixta. La modalidad e-learning impone nuevos retos para el diseño no solo de la instrucción per se, sino de los recursos didácticos que acompañan dicha instrucción. Así, todos los actores educativos están en la búsqueda de adaptarse al e-learning: unos buscan traspasar su actuación educativa a la modalidad en línea sin realmente cambiar o reflexionar en cómo sus actividades didácticas no pueden replicarse en un formato digital; otros centran su actuación en reflexionar precisamente lo contrario; en el qué y en el cómo cambian sus actuaciones didácticas una vez que estas son mediadas por recursos digitales, principalmente Internet. Se considera que con la expansión de alternativas didácticas surgidas por el cambio de la modalidad educativa presencial a la modalidad e-learning, es necesario explorar algunos temas teóricos que podrían ser considerados como marco de referencia previo para apoyar la elaboración e implementación de recursos digitales principalmente en la educación básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this essay is to develop an argumentative dialogue on theoretical criteria that can be considered for the design and implementation of digital teaching resources. The importance of reflecting on this subject lies in the need to improve online instruction which, due to the pandemic caused by the SARS- CoV2 virus, has imposed upon us the need to transfer face-to-face instruction to e-learning modalities such as online or combined education. E-learning involves new challenges for the design not only of the instruction per se but also of the teaching resources that accompany it. Thus, all educational actors are striving to adapt to e-learning. Some seek to transfer their teaching to an online modality without really changing it or reflecting on how some teaching activities cannot be replicated in a digital format. Others reflecting on precisely the opposite: on how their teaching changes once it is mediated by digital resources, mainly the Internet. It is believed that the expansion of didactic alternatives arising from the change from face-to-face educational modality to the e-learning modality requires exploring some theoretical topics that could be considered as a reference framework to support the development and implementation of digital resources, especially for basic education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Recursos didácticos digitales]]></kwd>
<kwd lng="es"><![CDATA[criterios teóricos]]></kwd>
<kwd lng="en"><![CDATA[Digital teaching resources]]></kwd>
<kwd lng="en"><![CDATA[theoretical criteria]]></kwd>
</kwd-group>
</article-meta>
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