Storytelling y storyboard como estrategias de evaluación del aprendizaje en ambientes virtuales

Abstract

The purpose of this research project was to analyze and propose an improvement in the evaluation strategies applied to virtual and massive courses based on a case study carried out on one of them with a transversal training nature within a Colombian higher education institution. As a context, closed self-grading questionnaires have traditionally been implemented as an evaluation strategy that guarantees operational and technical efficiency in high enrollment contexts, but that limit the contextualization component to students, the exploration of other presentation formats and the connection with professional fields. The main criterion for the design of evaluations in this type of courses is to maintain efficient self-grading systems that promote analytical competencies, critical skills and decision making applicable to future work situations. In this sense and, taking into account that there are also variables such as technological inequalities in students, something that restricts the implementation of more sophisticated evaluation tools, the objective of this project focused on the design of a didactic strategy that integrated and enriched the evaluation of learning, managing to preserve the self-grading scheme and adaptation to heterogeneous technological conditions with innovation. In this framework, the research project adopted a qualitative approach that, based on a case study, worked on the design of prototypes and progress towards an evaluative proposal supported by the Design Sprint technique. In it, a review of the evaluation prototypes was carried out in which the implementation of Storytelling and Storyboard as new question formats was adopted as an improvement strategy, transforming traditional text statements into digital visual narratives. To this end, graphic and audiovisual resources designed and virtualized on the Moodle platform were used with the mediation of emerging technologies, achieving the presentation of analysis situations to students with an innovative approach. Once the strategy was developed with the new formats, we proceeded with a pilot test applied to the course with which data was collected through online surveys, including a characterization of the population and the respective validation of questions. A focus group was also held after the piloting, showing that 85% of the participants expressed preferences for the new evaluation format, recognizing the articulation of the strategy in terms of a contextualization that facilitates critical analysis and the corresponding articulation with professional situations. As results, the integration of narrative and visual elements to the evaluation also facilitated the interpretation of complex statements without compromising the self-rating nature, quality, or operational efficiency. Finally, we also proceeded with the systematization of the experience to suggest its use to other educational institutions or organizations that use closedquestion questionnaires in their virtual and massive courses and share the need to innovate in their evaluation strategies from any field of knowledge.