Challenges of Multimedia Production in MOOCs. An Interpretive Case Study on the Faculty Perspectives
DOI:
https://doi.org/10.5944/ried.25.1.30840Keywords:
MOOC, audiovisual aid, teaching aid, career developmentAbstract
In a context framed by an unstoppable process of digitization of higher education, the Massive Open Online Courses (MOOC) has become a catalyst for solutions to improve teacher professional development and student learning experiences. The audiovisual and multimedia contents continue to occupy a large part of the concern and relevance in the design of these courses. The objective of this work is to understand how the use of digital materials and resources applied in these digital environments occurs as a means of reflecting on the current challenges of teacher training in audiovisual and media competence. Using mixed research methods, an interpretive case study was developed from the innovation experiences of the Autonomous University of Madrid (UAM). Statistical data analysis of the technological platform was used, as well as analysis of the pedagogical discourse of the interviews with the faculty involved in the innovation projects. With all this, was carried out a process of triangulation and integration of quantitative and qualitative data. Among the main findings, it is shown that the production of audiovisual content pills was the most innovative and at the same time the most challenging aspect of the development of MOOC projects. More institutional investment is essential to address the difficulties that the audiovisual and media literacy of teachers imply.
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