Recibido: 22 de abril 2018 / Aceptado: 25 de noviembre de 2018 Resumen. Se analiza el modelo educativo competencial de la Educación Superior del siglo XXI desde la óptica de su pieza fundamental, las competencias adquiridas en el entorno de las multialfabetizaciones. La investigación argumenta el análisis en cuatro dimensiones: primero la Web como espacio educativo, elemento emergente en la generación de conocimiento, en el que plantear la innovación educativa como método y factor del comportamiento informacional, el Conectivismo como el modelo pedagógico idóneo para la educación ciberespacial, y las redes como medio apropiado de transmisión; luego, la competencia digital como objetivo didáctico prioritario para el aprendizaje permanente y cooperativo, atendiendo a sus marcos normativos de definición y aplicación; sigue el estudio del Gaming como objeto educativo y material didáctico web idóneo para programas educativos competenciales, debido a su efectividad pedagógica; por fin, la consideración de los Academic Skills Centres (ASC) como el espacio necesario para el correcto tratamiento del Gaming como objetos de aprendizaje y para el desarrollo de los programas didácticos competenciales. La investigación termina con una propuesta de cómo debería ser un programa educativo competencial en un ASC presentando su diseño instructivo, que es modular y progresivo, su dinámica docente como metodología didáctica para su mayor eficacia educativa, y el diseño de su programación didáctica estructurada en doce unidades didácticas.Abstract. The competence-based educational model for 21st century Higher Education is analyzed taking into consideration how learners' competences thrive in the multiliteracies environment. There are four main arguments for this research. Firstly, the Web, as an educational space, is an essential system to allow the generation of knowledge, and that requires the methodology of educational innovation on informational behavior, Connectivism as the ideal pedagogy on non-borders learning (anytime and anywhere), and networks as the appropriate means of the communication of knowledge. Then, digital competences are considered as a priority to framework-based permanent, cooperative learning objectives. In addition, Gaming is examined as a suitable, web, educational resource that is potentially effective on learning programs. After that, Academic Skills Centres (ASC) are reckoned as

This research paper describes the application of a didactic innovation project in Higher Education. We present the theoretical foundation of the project. Thanks to the evolution of the Web and the potential of image to disseminate and generate knowledge, visual materials have had an increasingly powerful projection in Education, especially for the development of new methods, media and didactic materials in Higher Education. As a result of researchers interested in it, Visual Literacy has emerged as an academic field developing research and didactic effectiveness of the image, and digital competences and academic literacy as instruments to be integrated into curriculum of higher education for its excellence. We analyse the didactic innovation project by presenting how we integrated a Visual and Academic Literacy competence-based program into a course at the Carlos III University of Madrid. We show its instructional design, didactic materials, pedagogical activities, planning and evaluation. Findings suggest the need for this type of programs for academic excellence in higher education.

Objectives. The aims of this study were to evaluate the effectiveness of video games when learning multiliteracies competences, study how to use video games on educational contexts, carry through a program with primary school students, and draw recommendations to design similar projects. Methodology. The 21st century competence-based education and pedagogical potential of video games are analyzed from a multiliteracies perspective. A program aimed at primary school students for the learning of information, media and visual literacies competences was designed. Video games were used as digital objects, context, environment and media. Learning outcomes were measured by analyzing the tests and activities undertaken. Outcomes. Video games are effective didactic materials in increasing student motivation to learn, understand complex ideas, and engage in projects. This program has helped students develop their information, media, and visual literacies. Recommendations to design and develop similar projects are given in terms of organizing pedagogical activities, suggesting the use of blogs and wikis, and managing digital repositories destined to learning objects in which video games are considered didactic materials.

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