Abstract:

The present proposal seeks to develop forms of hypermedia literacy, digital culture and transmedia through the synergy between theory and practice with student teachers in formation in the careers of Basic (Middle) and Intercultural Bilingual Education of the National University of Education UNAE-Ecuador.

To scaffold students to develop their abilities to produce quality educational content sourced from their practice in schools of practice. We developed a methodology based on didactics and active pedagogy. In this sense students meet the theory through the applied model of flipped classroom with the complementary use of videos on communication, art and immersive and multisensory narratives, following the models of hypermedia interface analysis (interactive multimedia) and digital and transmedia narratives (Mora, 2012, 2017). This analysis is done by the students following their favorite narratives. Subsequently, they generate edutainment contents by applying the flipped classroom approach based on the needs identified during pre-professional practices in local schools.

These materials and digital educational content are made following the preproduction, production and audiovisual postproduction scheme supported by methodologies based on collaborative work and experiential learning, through the development of educational videos and games and other forms of digital narratives, and audiovisual production and multimedia production techniques, diagnosis and analysis of user experience (UX), mentoring and promotion of the use of open software and dissemination platforms.

In this way, the future teachers involved, may develop their professional skills related to the media convergence in classroom and information and communication technologies (ICT). The design of the experience is based on hypermedia literacy languages and Edu- communication (Jenkins, 2006).

As a result, the ICT educational products were built thanks to the interactions and iterations of the perceptions and reflections of the students and professors about their ICT integrated with the flipped classroom. They were collected to be tagged and published in a repository platform of educational dissemination and collaboration for knowledge conservation called iterative TINKU based on the Andean principles and showed in a public exposition. This way, the tools and production because of the learning process of students can be evidenced and classified. Thus, it promotes the reuse, remixing, adaptation, dissemination of this material by the national and international communities and institutions of innovation and educational research.

Keywords:

Digital literacy, digital narratives, active pedagogy, transmedia.