Designing Digital Educational Content to Tutor Academic Writing
This article presents the results derived from a study aimed at the creation of a university Digital Writing Center that works under the virtual methodology. Specifically, it details the findings related to the design, theoretical bases, and experimentation of a set of digital educational content th...
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| Main Authors: | , , |
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| Subjects: | |
| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2821 |
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| Summary: | This article presents the results derived from a study aimed at the creation of a university Digital Writing Center that works under the virtual methodology. Specifically, it details the findings related to the design, theoretical bases, and experimentation of a set of digital educational content through which to offer tutoring for academic-scientific writing to undergraduate students. Its configuration is based on the conceptual advances reported by the specialized literature on graphic-visual design, digital technology, and academic tutoring. Through a descriptive study oriented from the postulates of the Formative Experiment Method and Educational Design, the pedagogical, graphic-visual, and technical factors required for its production are analyzed. The prototypes produced by an interdisciplinary team (pedagogy, communication, design, engineering) are grouped in self-review guides, video tutorials and development strategies in workshops; subsequently, subjected to pilot tests from the perspective of teachers and undergraduate students as potential users. The results show the connectivity, portability, and selectivity as key transversal attributes for the design of educational content; the convenience of juxtaposing the contents for tutorials, the accompanying didactic strategies for mediating learning and graphic-visual resources; finally, its empirical validation in training processes with virtual methodology. In conclusion, the confluence of an interdisciplinary approach to the design of educational content on digital platforms does not meet an ideal utopian condition but rather a real requirement that seeks to intentionally strengthen active learning processes. |
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