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3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254 – 6529 Ed. 40 Vol. 11 N.º 1 Marzo - Junio 2022
22 https://doi.org/10.17993/3ctic.2022.111.19-41
1. INTRODUCCIÓN
En el siglo XXI, la docencia universitaria se ha visto enriquecida por la implementación de la tecnología
que los centros de educación superior han incorporado a través de herramientas que permiten la
interacción y cooperación de docentes y estudiantes (Gallardo, Alvarado, Lozano, López y Gudiño,
2017; Yanacón-Atía y Menini, 2018). La cotidianeidad del uso de los dispositivos móviles ha sido
fundamental para que en este proceso el alumnado pueda autorregular su aprendizaje (Aznar, Cáceres
y Romero, 2018). Esta implementación ha sufrido un avance imprevisible debido a la situación vivida
por la pandemia por COVID-19 en el año 2020, que ha obligado a toda la sociedad a usar la tecnología
en el día a día y, por supuesto, en las comunicaciones profesionales, sociales y familiares. El profesorado
y el alumnado también han vivido como la tecnología ha permitido la transformación de los centros de
enseñanza en centros de enseñanza virtual síncrona y asíncrona. En este proceso, y debido a la necesidad
de la digitalización de los materiales educativos (Almazán, 2020), el profesorado se ha acercado a las
herramientas digitales, no solo para comunicarse con el alumnado, sino para elaborar y distribuir
materiales didácticos (Pardo y Cobo, 2020).
El material didáctico es un objeto cuya nalidad es promover el aprendizaje en cualquiera de sus formatos,
cultural, físico o digital (Area, 2017). Antes de la pandemia se había producido un auge en la producción
de materiales didácticos abiertos, es decir, disponibles para todos (Gordillo, Barra y Quemada, 2018),
como los videos, más acordes a un alumnado usuario de herramientas digitales y virtuales. Estos objetos
digitales didácticos son archivos digitales de contenido creados con un objetivo didáctico (Area, 2017)
y cuya elaboración está al alcance de docente gracias a numerosas herramientas online que facilitan su
proceso de creación y distribución en Internet.
Los materiales didácticos digitales (MDD) se caracterizan por permitir el acceso a la información en
cualquier lugar y momento (Vidal, Vega y López, 2019). Sin embargo, no pueden estar exentos de
un objetivo pedagógico (Santos-Hermosa, Ferran-Ferrer y Adabal, 2012) y de las correspondientes
estrategias didácticas (Rivero, 2013) adecuadas al contexto y al alumnado para el que se propone.