Abstract:

The purpose of presentation/construction of educational resources requires special techniques to develop courses design, instructional strategies, and different communication methods through the Information and Communication Technologies (ICT), besides organizational and managerial arrangements necessary. In this context, Instructional Design (ID) excels as a crucial element to the development of media and educational objects, considering learning as an active attitude during materials elaboration, respecting the students and their particular characteristics as well as the teaching modality applied. Because of their particularities, the self-instructional courses (SC) require attention to present their content properly. The online content should be elaborated aiming at guaranteeing students autonomy and independence during their studies. Hence, this content has to be presented in a self-explanatory manner and with an objective approach to concatenate themes. Considering this, this paper intends to describe the steps of ID elaboration to self-instructional courses, since conception to final elaboration to produce the educational resources that compose the MOOCs offered in Brazil by the Open University of Brazilian National Health System (UNA-SUS) with its partner, the Federal University of Maranhão (UFMA). For this purpose, we intend to clarify the steps experienced in this constructive process and the flow of work developed, understanding that only through a systematic and gradual organization it becomes possible to develop resources coherent with the educational objectives that the institution proposes. UNA-SUS/UFMA is an institution that composes the UNA-SUS system, created by the Ministry of Health through the Decree no. 7.385 on December 8th, 2010, aiming to offer distance courses to professionals linked to Brazilian National Health System (SUS), with ITC support. In order to handle successfully the purpose of offering courses without tutors, the UNA-SUS/UFMA ID team had to define the following steps in the educational materials elaboration: diagnosis analysis, which consists of studying the original content and its particularities, considering target audience, courses’ needs, and learning objectives. In this step, ID team creates mind maps and elaborates the pedagogical strategies in the didactic plan; didactic transposition itself, which consists of a “pre-drawing” of the final product, one of the most important steps in the construction of multimedia books. This “pre-drawing” becomes a template to allow the previous visualization of all the planned elements, simulating in the most precise way possible the final visualization of the final product, the multimedia book. The next step is the elaboration of briefings for all the educational objects that will be part of the multimedia book, from simple illustrations to complex infographics. The final step is based on the review and validation of the demanded and developed materials (internal and intersectoral process). It is understood that systematization, as well as the definition of clear elaboration, conception, review and validation steps are essential to the progress of an adequate Instructional Design work process and flow, coherent with the pedagogical principals appropriate to each proposed material and to the political-pedagogical project of each institution.

Keywords:

Self-instructional courses, Instructional Design, e-learning.