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Apertura (Guadalajara, Jal.)

On-line version ISSN 2007-1094Print version ISSN 1665-6180

Abstract

LOPEZ GIL, Karen Shirley  and  CHACON PENA, Sergio. Escribir para convencer: instructional design experience in digital contexts of self-learning. Apert. (Guadalaj., Jal.) [online]. 2020, vol.12, n.1, pp.22-38.  Epub Sep 16, 2020. ISSN 2007-1094.  https://doi.org/10.32870/ap.vl2nl.1807.

The objective of this article is to analyze the design, implementation and evaluation experience of the MOOC Escribir para convencer in edX in order to contribute to the discussion about new ways of teaching and learning in digital contexts. The article presents the systematization of the instructional design under the ADDIE model, integrated with the principles of the Ignatian Pedagogical Paradigm. A descriptive study, which included quantitative information taken from the edX Insights tool and satisfaction surveys applied in the course, and qualitative information collected through the forums of the units. The participants had an adequate performance in individual activities and automatic feedback (questionnaires) and a lower participation in collaborative activities. As in other MOOCs, there is a decrease in the number of participants involved as the cours passes. The instructional design of this type of courses confronts some challenges, among them the transformations in the roles of the teachers regarding direct mediation, and of the students, as they require autonomy, commitment and openness to the collaborative construction of knowledge. Despite these challenges, instructional design contributes to the effectiveness of MOOCs and their effectiveness as an alternative of teaching in everyday and academic contexts that contribute to the generation of global and digital citizens.

Keywords : MOOC; instructional design; role of the teacher; role of the student; self-management of knowledge.

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