Un enfoque para la creación de contenido online interactivo

  1. Pérez Berenguer, Daniel 1
  2. García Molina, Jesús 2
  1. 1 Universidad Politécnica de Cartagena

    Universidad Politécnica de Cartagena

    Cartagena, España

    ROR https://ror.org/02k5kx966

  2. 2 Universidad de Murcia

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

RED: revista de educación a distancia

ISSN: 1578-7680

Year of publication: 2016

Issue: 51

Type: Article

DOI: 10.6018/RED/51/3 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RED: revista de educación a distancia


Interactive online content production is one of the main challenges facing universities today. This content production is a task that requires a great deal of teachers’ time and effort. Thus, universities should provide resources (e.g., software tools, methods and staff) aimed at facilitating this task. With this in mind, the Digital Content Production Centre of Cartagena Polytechnic University (Spain) has defined an approach which includes a content production process and software infrastructure to support it. This article describes the process, consisting of several stages to be carried out by different professionals (teachers, content designers and Web developers). Several templates (HTML5 and CSS code skeletons) have been created in order to establish the visual structure of the contents. These templates are intended to favor the reuse and they must be completed for a concrete use. In addition, a platform has been built to support gamification. Finally, it is worth noting that SCORM and LTI may be used to create cross-platform contents, although implementation issues will not be addressed in this article

Bibliographic References

  • Advanced Distributed Learning. (2016). SCORM Overview. Recuperado de https://www.adlnet.gov/adl-research/scorm/.
  • Barata, G., Gama, S., Jorge, J., y Gonçalves, D. (2013). Engaging engineering students with gamification. En Games and Virtual Worlds for Serious Applications (VS- GAMES), 2013 5th International Conference. IEEE, Poole, Bournemouth, UK, 1-8.
  • Berrocoso, J. V. (2014). MOOC: una visión crítica desde las ciencias de la educación. Profesorado: Revista de curriculum y formación del profesorado, 18(1), 93-111.
  • Boneu, J. M. (2007). Plataformas abiertas de e-learning para el soporte de contenidos educativos abiertos. RUSC. Universities and Knowledge Society Journal, 4(1), 36- 47.
  • Castaño, C. y Cabero, J. (2013). Enseñar y aprender en entornos M-Learning. Madrid: Editorial Síntesis.
  • Daradoumis, T., Bassi, R., Xhafa, F., y Caballé, S. (2013). A review on massive e- learning (MOOC) design, delivery and assessment. En P2P, Parallel, Grid, Cloud and Internet Computing (3PGCIC), 2013 Eighth International Conference. IEEE, Compiegne, Francia, 208-213.
  • Deterding, S., Dixon, D., Khaled, R., y Nacke, L. (2011). From game design elements to gamefulness: defining gamification. En Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments. ACM, New York, NY, USA, 9-15.
  • Gibbs, A. L. (2014). Experiences teaching an introductory statistics MOOC. En Proceedings of the ninth international conference on teaching statistics (ICOTS9). IASE, Flagstaff, Arizona, USA.
  • Glance, D. G., Forsey, M., y Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5).
  • Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. En Proceedings of the first ACM conference on Learning@ scale conference. ACM, Atlanta, Georgia, USA, 41-50.
  • Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., y Schmidt, P. (2015). Video and online learning: Critical reflections and findings from the field. HIIG Discussion Paper Series No. 2015-02.
  • IEEE LTSC. (2016). Institute for Electrical and Electronic Engineers Learning Technology - Standards Committee. Recuperado de http://ieeeltsc.org/.
  • IMS Global Learning Consortium. (2016). IMS Certified Product Directory. Recuperado de https://www.imsglobal.org/cc/statuschart.cfm
  • IMS Global Consortium. (2016). IMS Global Learning Consortium. Recuperado de http://www.imsglobal.org.
  • IMS Global Consortium. (2016). Learning Tools Interoperability, Version 1.0 Public Draft Specification. Recuperado de http://www.imsglobal.org/specs/ltimemv1p0
  • Instituto Nacional de Estadística. (2016). Encuesta sobre equipamiento y uso de tecnologías de información y comunicación en los hogares 2015. Recuperado de http://www.ine.es/.
  • Méndez García, C. (2013). Diseño e implementación de cursos abiertos masivos en línea (MOOC): expectativas y consideraciones prácticas. RED. Revista de Educación a Distancia, 39(4).
  • Molina, J. G., Rubio, F. O. G., Pelechano, V., Vallecillo, A., Vara, J. M., y Vicente- Chicote, C. (2013). Desarrollo de software dirigido por modelos: conceptos, métodos y herramientas. Editorial: RA-MA.
  • Object Management Group. (2016). Software & Systems Process Engineering Metamodel Specification (SPEM). Recuperado de http://www.omg.org/spec/SPEM/2.0/
  • Open Education Europa. (2016). Open Education Scoreboard. Recuperado de http://www.openeducationeuropa.eu/es/european_scoreboard_moocs.
  • Peco, P. P., y Luján-Mora, S. (2013). Architecture of a MOOC based on CourseBuilder. En Information Technology Based Higher Education and Training (ITHET), 2013 International Conference. IEEE, La Rioja, Logroño, España, 1-8.
  • Pereira, J., Sanz-Santamaría, S., y Gutiérrez, J. (2015). Comparativa técnica y prospectiva de las principales plataformas MOOC de código abierto. RED. Revista de Educación a Distancia, 44(6).
  • Reich, J. (2015). Rebooting MOOC research. Science, 347(6217), 34-35.
  • Severance, C. (2016). TSUGI. A Framework for Building Learning Tools. Recuperado de http://tsugi.org/
  • Shah, D. (2014). Online courses raise their game: A review of MOOC stats and trends in 2014. Class Central.
  • Taneja, S., y Goel, A. (2014). MOOC providers and their strategies.International Journal of Computer Science and Mobile Computing, 3(5), 222-228.
  • Tsichritzis, D. (1999). Reengineering the university. Communications of the ACM, 42(6), 93-100.
  • Zapata-Ros, M. (2014). Los MOOC en la crisis de la Educación Universitaria: Docencia, diseño y aprendizaje. Amazon.