Participatory methodology for creating microlearning digital resources with generative AI
DOI:
https://doi.org/10.5944/ried.45559Keywords:
education, learning, artificial intelligence, information technologyAbstract
In recent years, advances in information technology and the Internet have transformed education by creating new opportunities for learning and collaboration in the production of Digital Educational Resources (DERs). Both students and teachers are leveraging the potential of models, methods, and approaches derived from Generative Artificial Intelligence (GenAI). The study analyzes and describes a microlearning-based methodology to guide interaction between actors and support the co-creation of Microlearning Resources (abbreviated microDERs) using GenAI. Adopting a qualitative approach, the study integrates Participatory Action Research (PAR) and the Creative Social Problem Solving (CSPS) methodology. It unfolds in three phases: (1) recognizing the context and conducting exploratory, participatory, thematic delimitation; (2) collaboratively designing microDERs with high school and higher education students and teachers, including the evaluation of GenAI tools; and (3) validating the methodology through co-creation workshops, bootcamps, and qualitative analysis. Data are collected and analyzed through co-creation workshops with students and teachers from elementary, high school, and higher education. Findings on the contributions of the actors in each phase indicate that combining PAR and CSPS improves interaction and knowledge building in the co-creation of DERs using GenAI.
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