Abstract:

Information and Communication Technologies (ICT) have improved the development of several activities and changed the way problems relevant to society are addressed. In the educational field, the implementation of this type of technological tool has brought new teaching-learning paradigms, as well as its application in governmental spheres has strengthened the citizen-State relationship.

The technology-education relationship can be applied to knowledge-democratization processes that place citizens as protagonists, and the public sector as one aimed at facilitating access to information, from a pedagogical approach. In this sense, this article addresses the educational digital usability (EDU) as a guiding principle in the design of digital educational content and resources (RED) from a case study motivated by the work between a government entity such as the Commission for the Regulation of Communications and the laboratory of innovation, creativity and new technologies -LAB101- of the National University of Colombia.

The main objective of this work is to present the implementation model used for the construction of educational content, emphasizing aspects such as usability and accessibility of the same, which allows public administrations to generate new processes of governance and disclosure of their main commitments in terms of the implementation of public policies, as well as a better understanding of the process of creating this type of techno-pedagogical tools.

In the first part, we determine the theoretical approaches associated with the concept of usability, and accessibility and the main approaches that have been used in the fields of web and digital creation. Supplementarily, a description of the developments and activities carried out for the co-construction of these contents by both institutions is presented, as well as the main findings in terms of the implementation of this type of collaborative methodologies for the development of educational resources, whose results can be seen in "CRC Classroom", a digital space where citizens can consult, learn and replicate the knowledge acquired and the CRC has a digital mechanism for the dissemination of its main actions in regulatory matters.

As main findings, key actions are identified: an understanding of the subject before its technical approach by the pedagogical team through dialogue with experts, as well as a correct strategic direction towards content creators, their thematic experts, and the different pedagogical approaches that facilitate the dissemination of knowledge mediated by technology. Finally, a permanent validation about aspects that facilitate greater inclusion and access to content regardless of the physical limitations that the citizen has, as well as user-centered construction to achieve better conditions of use of said content.

In conclusion, the integration of digital usability in the field of education allows a dynamic relationship between the objectives of education and the use of digital tools for the improvement of user learning. Consequently, educational digital usability is a term that refers to the ease in the use of educational digital tools that allow the user to meet the learning goal from its characteristics and dynamics. Educative digital resources are a good way to transform and creation of public value for governments, which requires deeper studies in this academic field to understand how works these innovative processes.

Keywords:

Digital content, education, digital transformation, accessibility, public innovation.