Escribir para convencer: experiencia de diseño instruccional en contextos digitales de autoaprendizaje

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.