Dualised digital learning resources from an instructional design perspective Recursos educativos digitales dualizados desde un diseño instruccional a design-based investigation

Abstract

Dualised digital educational resources can close socieducational gaps, but their creation and application do not always guarantee critical and meaningful learning. This article aims to propose a Formative Instructional Design to promote the creation of Dualised Digital Educational Resources in secondary school students; methodologically the study was approached from the postulates of the qualitative approach, specifically from the epistemological principles of Design-Based Research (IBD). Initially, a diagnosis was carried out that revealed the Inclusion Index of the public educational institution. Subsequently, the IBD was structured in its four phases (design, development, implementation and evaluation). Finally, the Universal Learning Design (ULD) was implemented through a digital educational resource, generating the modification of the Instructional Design, according to the criteria of analysis, design, development, implementation and evaluation (ADDIE), giving rise to the inclusive instructional design called CODUDIED (contextualisation, dualisation, design, implementation and evaluation). Among the conclusions reached were: the usefulness of the educational inclusion index to diagnose the state of the institution, the need for dualised digital educational resources to generate accessibility and their importance in fostering motivation and preventing school dropout.