About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 10644-10650
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.2616
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
The educational context goes through a constant process of updating and incorporating new technologies, aiming to adapt to the new realities of the students, strengthening, above all, the modality of distance education. In this scenario, we can highlight the growing use of self-instructional courses, which are capable of democratizing knowledge, allowing free access to quality content without the need for tutoring. For the best use of this modality, it is necessary to attend some specificities, among them, the adequate elaboration of the component educational resources.

Educational resources are of great importance, as they assume the role of guiding thread, organizing the development and dynamics of the entire teaching and learning process. Thus, it is believed that the professional responsible for elaborating the educational resources (here called teacher-author) needs to be aware that the educational resources that will produce should be planned and made available in an organized, didactic and instructional way, considering the characteristics of the self-instructional modality.

Thinking about these aspects, and understanding that it would be an excellent pedagogical proposal to provide the author-teacher to carry out his formative process within a self-instructional environment, a course was designed to prepare these professionals to elaborate learning situations for self-instructional distance learning courses. This paper aims to describe this experience, highlighting the pedagogical design and the results pointed out by the teachers themselves who were students of this formation.

The course was developed in the self-instructional distance learning modality, with a total workload of 60 hours, divided into two educational units, which addressed the specificities of the development of learning situations and the application of guidelines for the preparation of self-instructional resources. As an evaluative activity of the course, the teacher-author should send a posting activity, which consisted of the elaboration of a summary script of a problem situation, which would be used in the future as an educational resource for the module under his responsibility. Fifteen authors-teachers participated in this educational offer who, if approved, would develop teaching materials for the institution. To evaluate the course, a questionnaire adapted from the LORI (Learning Object Review Instrument) questionnaire was used. In addition, focal interviews with the author-teachers were conducted to better understand the scope of the training objectives and to conduct a qualified listening to them.

The structure and dynamics of the course sought to contribute to the training of teacher-authors who will act in the elaboration of learning situations for self-instructional distance learning courses, promoting the direction for the construction of adequate educational resources for this type of teaching. The proposed course sought to encourage the authors-teachers, who, when beginning the construction of learning situations, to direct them to this mode of teaching (self-instructional), thus contributing to the improvement of the educational resources offered and to the enhancement of the process of learning.
Self-instructional course, pedagogical formation, teacher-authors.