<p class="3">This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and technology-enhanced model that takes shape in a set of design principles. The research had two main objectives. Firstly, to identify the moments of change that occur during the co-design process and secondly, to describe the causes and agents that motivate them. This study applied design-based research methodology and used a qualitative approach to collect, analyse, and interpret data. The results show that the co-design methodology led to moderate changes consisting of the progressive construction and refinement of the activities, seeking a sense of continuum throughout by including students’ collaboration. The findings also reveal the main role of each of the actors involved. Thus, the teacher focused on basic instructional design related aspects while students focused on improving the use of resources and learning aids. Researchers helped them to embody and achieve the proposed changes and also acted as mediators of pedagogical concepts and vocabulary. CompendiumLD software was a helpful tool to graphically represent and share the prototyping of the activities and to help analyse the design process.</p>

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Academic results in mathematics subjects in engineering, especially those taught online, are poor. The key contextual elements of an insufficient level of prior knowledge, poor motivation, and the intrinsic difficulty of the subject matter has led to the review of the study materials and the creation of a methodology based on continuous assessment with automatic feedback at the Universitat Oberta de Catalunya. The main objective of this article is to present evidence of improved learning outcomes with the application and use of WIRIS quizzes as an automatic assessment tool in calculus subjects. To that end, we carried out descriptive research with an ex-post-facto design, based on statistical analysis of the results for continuous assessment and students' grades in 11 semesters. The new strategy has been applied in the last two academic years, based on introductory Moodle lessons and assessment with interactive questionnaires. The data obtained are inconclusive: In the first two semesters that the methodology was implemented, the results show a noticeable improvement in several key aspects, such as undertaking and passing the continuous assessment and improved results across the spectrum of grades. However, in the last two semesters, the results are generally similar to those obtained with the old methodology.

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Most young people spend time online every day in order to access social networks, where not only do they consume, but also produce content. The posting of content ends up reflecting a personal story in which young people recognize themselves. This posting practice requires competences that can be developed in digital literacy-related educational activities. Our research is aimed at understanding the posting habits of young people with the goal of integrating these practices in formal educational contexts. For this purpose, we have qualitatively analyzed the interviews of 21 young people. The results show different posting habits, as well as the motivating factors, perceptions and types of content posted by young people on social networks. An interpretative analysis of the results shows the possibilities of working on the storytelling experiences of young people on social networks from the perspective of the Personal Digital Storytelling educational methodology.