<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200970</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2628</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelos de diseño instruccional utilizados en microcursos: Cartografía conceptual]]></article-title>
<article-title xml:lang="en"><![CDATA[Instructional Design Models Used in Microcourses: A Conceptual Mapping]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelos de design instrucional utilizados em microcursos: Mapeamento conceitual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trujillo-Juárez]]></surname>
<given-names><![CDATA[Sandra-Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escudero-Nahón]]></surname>
<given-names><![CDATA[Alexandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaparro-Sánchez]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado-González]]></surname>
<given-names><![CDATA[Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Informática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Informática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Informática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Escuela Normal Oficial de Irapuato  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200970&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200970&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200970&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la actualidad, el diseño instruccional (DI) enfrenta el desafío de adaptarse a entornos de formación flexibles, breves y mediados por la tecnología. Los microcursos han emergido como una respuesta a esta necesidad, requiriendo enfoques de diseño rigurosos, centrados en el estudiante y adaptados al entorno digital. Ante esta transformación, es necesario sistematizar los modelos de DI aplicados en estos formatos. El propósito de esta investigación documental fue aportar una visión crítica y fundamentada que oriente futuras prácticas de diseño educativo en microcursos. Para ello, se plantearon como objetivos: a) explorar los principales modelos de DI empleados en microcursos, b) analizar sus características metodológicas, componentes y enfoques pedagógicos, y c) reconocer tendencias actuales que contribuyen a su efectividad. El estudio se desarrolló mediante el método de cartografía conceptual, abarcando cuatro fases: 1) búsqueda de documentos relacionados con el tema; 2) definición de criterios de inclusión y exclusión; 3) análisis de datos a partir de ocho ejes (noción, categorización, caracterización, diferenciación, ejemplificación, división, vinculación y metodología); y 4) interpretación de los resultados. Se recuperaron 272 textos en inglés de ScienceDirect y ERIC, de los cuales se seleccionaron 30 para su revisión crítica. Los hallazgos permitieron sistematizar diversos modelos de DI aplicados a microcursos, y reconocer enfoques actuales como el aprendizaje autónomo, el uso de tecnologías emergentes y el diseño centrado en el estudiante. Este estudio contribuye a fundamentar decisiones pedagógicas para el desarrollo de microcursos más eficaces y contextualizados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Currently, instructional design (ID) faces the challenge of adapting to flexible, short-term, and technology-enhanced learning environments. Microcourses have emerged as a response to this need, requiring rigorous design approaches that are learner-centered and digitally adapted. In this context, it is necessary to systematize the instructional design models applied in such formats. The purpose of this documentary research was to offer a critical and evidence-based perspective to guide future educational design practices in microcourses. To achieve this, the study established the following objectives: a) to explore the main ID models used in microcourses, b) to analyze their methodological characteristics, components, and pedagogical approaches, and c) to identify current trends that contribute to their effectiveness. The study was conducted using the conceptual cartography method in four phases: (1) search for documents related to the topic; (2) definition of inclusion and exclusion criteria; (3) data analysis based on eight axes (notion, categorization, differentiation, exemplification, characterization, subdivision, linkage, and methodology); and (4) interpretation of the results. A total of 272 documents in English were retrieved from ScienceDirect and ERIC databases, from which 30 were selected for critical review. The findings enabled the systematization of various ID models applied to microcourses and highlighted current trends such as autonomous learning, the use of emerging technologies, and learner-centered design. This study contributes to informing pedagogical decisions for the development of more effective and contextually responsive microcourses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo En la actualidad, el diseño instruccional (DI) enfrenta el desafío de adaptarse a entornos de formación flexibles, breves y mediados por la tecnología. Los microcursos han emergido como una respuesta a esta necesidad, requiriendo enfoques de diseño rigurosos, centrados en el estudiante y adaptados al entorno digital. Ante esta transformación, es necesario sistematizar los modelos de DI aplicados en estos formatos. El propósito de esta investigación documental fue aportar una visión crítica y fundamentada que oriente futuras prácticas de diseño educativo en microcursos. Para ello, se plantearon como objetivos: a) explorar los principales modelos de DI empleados en microcursos, b) analizar sus características metodológicas, componentes y enfoques pedagógicos, y c) reconocer tendencias actuales que contribuyen a su efectividad. El estudio se desarrolló mediante el método de cartografía conceptual, abarcando cuatro fases: 1) búsqueda de documentos relacionados con el tema; 2) definición de criterios de inclusión y exclusión; 3) análisis de datos a partir de ocho ejes (noción, categorización, caracterización, diferenciación, ejemplificación, división, vinculación y metodología); y 4) interpretación de los resultados. Se recuperaron 272 textos en inglés de ScienceDirect y ERIC, de los cuales se seleccionaron 30 para su revisión crítica. Los hallazgos permitieron sistematizar diversos modelos de DI aplicados a microcursos, y reconocer enfoques actuales como el aprendizaje autónomo, el uso de tecnologías emergentes y el diseño centrado en el estudiante. Este estudio contribuye a fundamentar decisiones pedagógicas para el desarrollo de microcursos más eficaces y contextualizados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje digital]]></kwd>
<kwd lng="es"><![CDATA[formación flexible]]></kwd>
<kwd lng="es"><![CDATA[tecnología para el aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[autonomous learning]]></kwd>
<kwd lng="en"><![CDATA[digital learning]]></kwd>
<kwd lng="en"><![CDATA[flexible learning]]></kwd>
<kwd lng="en"><![CDATA[technology-enhanced learning]]></kwd>
<kwd lng="pt"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="pt"><![CDATA[aprendizaje digital]]></kwd>
<kwd lng="pt"><![CDATA[formación flexible]]></kwd>
<kwd lng="pt"><![CDATA[tecnología para el aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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