1.2 Activity. Digital Material characteristics table Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 7 de septiembre de 2025, 23:59

Learning objective:

To explain how digital materials relate to English language teaching, by analyzing their communicative functions and pedagogical applications, in order to understand their role in enhancing language input, interaction, and learner autonomy.

Instructions:

1. Read the following texts:

   Digital Tools for Teaching English: An Effective and Innovative Way. The Shift to Digital Learning: 10 Benefits.

2. Create a multiple-entry table to explore how digital materials relate to English language teaching, by analyzing it across multiple categories. This will help you understand the topic from different perspectives, especially its connection to ESL (English as a Second Language) and language skill development.

3. Choose the key content, You may consider the elements below as the titles of your multiple-entry table:

   Advantages - What are the benefits of this method/tool? How does it help learners? Disadvantages - What are the limitations or drawbacks? Any risks or weaknesses? Challenges - What might make it hard to use or implement? (Tech issues, time, resources, etc.) Purpuses - What is it used for? What learning goals does it support? Tasks - What types of tasks/activities does it involve? Relationship with ESL - How does this connect with teaching or learning English as a Second Language? Developed language skills - What specific language skills does it develop? (e.g., speaking, listening, vocabulary)

4. Sources – Cite where you found your info.

5. Check that each column has accurate and relevant information. Be concise but informative in each cell. Use complete phrases or bullet points.

6. Submit the multiple entry table.

Learning product:

Multiple entry table

Evaluation criteria:

Criteria

Points

Completion of all columns.

10%

Accuracy of information.

15%

Clarity and organization.

15%

Depth of analysis.

15%

Connection to ESL.

10%

Language skills identified.

15%

Grammar.

10%

Delivered on time

10%

Total

100%

Resources:

Barathi, U. (2023, December). Digital Tools for Teaching English: An Effective and Innovative Way. Research Gate. Retrieved June 01, 2025.

Vander Ark, T. (2015, November 6). The Shift to Digital Learning: 10 Benefits. Getting Smar. Retrieved mayo 31, 2025, from https://www.gettingsmart.com/2015/11/06/the-shift-to-digital-learning-10-benefits/

1.4 Activity. Theories and models Diagrams Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 21 de septiembre de 2025, 23:59

Learning objective:

To identify theories and models of instructional design by comparing models based on their structure and use,to understand the foundational logic behind instructional decisions and to apply the theories in designing learner-centered and effective educational further experiences.

Instructions:

1. Read the following text:

   Instructional Design: Theories and Models. Staff Training and Research Institute of Distance Education.

2. After reading the given material, create the diagram of each instructional design theory and model:

1.5 Activity. How are instructional design theories and models applied to digital materials? Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 28 de septiembre de 2025, 23:59

Learning objective:

To describe how theories and models of instructional design can be applied to digital materials, by analyzing selected digital tools through the lens of key instructional theories and models, in order to produce a structured essay that explains their pedagogical alignment and instructional effectiveness.

Instructions:

1. Read the following texts:

   Instructional-Design theories and models Instructional-Design Theory to Guide the Creation of Online Learning Understanding theories and models of instructional design.

2. Write an essay that explains how instructional design (ID) theories and models help in creating effective digital learning materials, such as e-learning modules, educational apps, or interactive lessons.

3. Choose one or more instructional design theories or models.

4. Choose a digital learning material to analyze.

5. Write a structured essay with the following parts:

   Introduction. Overview of the Instructional Design Model. Application to Digital Material. Evaluation and Reflection. Conclusion.

6. Essay Requirements Length:

   500–800 words. Format: Typed, double-spaced, 12pt font. Use clear headings if needed. Cite any sources or references (APA or MLA if required).

7. Sources – Cite where you found your info.

8. Finally, submit your essay.

Learning product:

Essay

Evaluation criteria: Criteria Description Points Understanding of instructional design. Clearly and accurately explains the selected model/theory with insightful details. 15% Application to digital material. Thorough and well-connected examples that clearly show how the model is applied. 20% Evaluation and critical thinking. Provides thoughtful evaluation with strong analysis and reflection. 15% Organization and structure Clear, logical structure with smooth flow between sections. 15% Clarity and writing style Writing is clear, concise, and engaging; grammar and spelling are excellent. 10% Formatting. Fully meets word count, format. 10% References APA format. 5% Delivered on time 5% Total 100%

Resources:

Reigeluth, C. M. (2009). Instructional-Design theories and models (2nd ed.). Indiana University. https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9781410603784&type=googlepdf
Snyder, M. M. (2009, January). Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults. ResearchGate. Retrieved June 09, 2025, from https://www.researchgate.net/publication/234586639_Instructional-Design_Theory_to_Guide_the_Creation_of_Online_Learning_Communities_for_Adults
Keiser University. (2025, February 26). Understanding theories and models of instructional design. Keiser University. Retrieved June 09, 2025, from https://www.keiseruniversity.edu/theories-models-instructional-design/

2.2 Activity. Platform comparison matrix Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 12 de octubre de 2025, 23:59

Learning objective:

To contrast various e-learning platforms, by examining their instructional features, content delivery models, and user interaction design, in order to determine their pedagogical effectiveness and suitability for specific learning contexts.

Instructions:

1. Investigate and compare multiple e-learning platforms by analyzing their features, usability, and instructional value, in order to evaluate their suitability for different educational settings.

2. Select at least 3 e-learning platforms to research (Moodle, Google Classroom, Canvas, Edmodo, Schoology, Blackboard, etc).

3. Use the comparison matrix to guide your analysis.

   Each row represents a platform. Each column represents a key evaluation category.

4. Research each platform’s features using:

   Official websites. Product reviews. Academic blogs or case studies. Your own user experience (if applicable).

5. Categories to compare include (but are not limited to):

   Content delivery and upload tools. Communication and interaction (forums, chat, messaging). Assessment Tools (quizzes, grading, feedback). Ease of use and accessibility (interface, device compatibility). Integration with other tools (e.g., Google Drive, Zoom, YouTube). Best use case (e.g., K–12, blended courses, asynchronous modules).

6. Summarize your findings at the bottom of the matrix:

   Which platform do you recommend for a specific teaching context? Why is it the most pedagogically effective choice?

7. Sources – Cite where you found your info.

8. Review and revise. Check that each column has accurate and relevant information. Be concise but informative in each cell. Use complete phrases or bullet points.

9. Finally, submit the matrix.

Learning product:

Matrix.

Evaluation criteria: Criteria Description Points Platform feature analysis Detailed and accurate comparison across all categories; platform features are clearly and correctly described. 15% Use of examples and specificity Provides specific examples (tools, scenarios, use cases) to support comparisons. 10% Critical evaluation and justification Clear, well-reasoned conclusions about platform suitability; strong justification tied to pedagogical goals. 15% Organization and clarity Matrix is well-organized, easy to read, and follows a logical structure. 15% Completeness All assigned platforms and categories are fully completed with thoughtful detail. 15% Presentation or submission format Clear visual presentation (if digital); correct use of digital tools or templates. 15% APA References 5% Delivered on time 10% Total 100%

Resources:

Jain, S., Prabha, C., Nandan, D., & Bhosale, S. (2024). Comparative analysis of frequently used e-learning platforms. Frontiers in education, 9. Retrieved June 20, 2025, from https://doi.org/10.3389/feduc.2024.1431531
Liu, Z.-Y., & Lomovtseva, N. (2020, July). Online Learning Platforms: Reconstructing Modern Higher Education. International Journal of Emerging Technologies in Learning (iJET), 4. Retrieved June 20, 2025.

2.3 Activity. Multimedia design plan template Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 19 de octubre de 2025, 23:59

Learning objective:

To use multimedia resources in the creation of digital materials, by selecting and combining suitable visual, auditory, and interactive elements, in order to enhance learner engagement, address diverse learning needs, and create pedagogically effective instructional content.

Instructions:

Complete the template in order to have a format containing the required elements for developing interactive content design:

1. Open the template.

2. Read each section of the template carefully.

3. The template includes labeled areas for:

   Title. Topic and Learning Objective. Target Audience. Platform chosen. Visual Elements (images, diagrams, layout). Audio/Video Elements (clips, narration, etc). Interactive Features (buttons, quizzes, links). Pedagogical Justification (why these choices support learning).

4. Complete all sections with clear, specific information.

   Use bullet points, short descriptions, or tables where appropriate. Avoid vague terms (e.g., “something interesting”); instead specify tools, formats, and media types (e.g., “Embed a 2-minute YouTube clip explaining…“).

5. Focus on alignment with learning goals.

   Each design choice should support the learning objective and engage the intended audience.

6. Use academic language and clear formatting.

   Write in complete sentences. Keep entries concise but informative.

7. Sources – Cite where you found your info.

8. Finally, submit the template.

Learning product:

Multimedia design plan template.

Evaluation criteria: Criteria Description Points Learning objective and topic Clearly stated, specific, and aligned with audience and media choices. 15% Target audience definition Well-defined (age, level, needs); informs media/design decisions. 10% Visual media plan Appropriate, purposeful, and well-justified visual choices. 10% Audio/video integration plan Clearly described, educationally relevant, and engaging. 10% Interactive features plan Well-chosen interactive tools (e.g., quizzes, buttons); aligned with learning goals. 10% Pedagogical justification Strong rationale for media choices; clearly supports learning outcomes. 15% Organization and clarity The template is fully and neatly completed; easy to follow; uses academic tone. 15% References APA format 5% Delivered on time 10% Total 100%

Resources:

Alsadhan, A. O., Alhomod, S., and Shafi, M. M. (2014, May 10). Multimedia Based E-learning : Design and Integration of Multimedia Content in E-learning. International Association of Online Engineering (IAOE), 9(3). https://doi.org/10.3991/ijet.v9i3.3308
Teacher´s Institute. (2023, November 8). Crafting Engaging Content for Audio and Video Learning Materials • Teachers Institute. Teachers Institute. Retrieved June 20, 2025, from https://teachers.institute/designing-courseware/engaging-audio-video-content-creation/

2.4 Activity. Diagram of interactive content creation Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 26 de octubre de 2025, 23:59

Learning objective:

To diagram an interactive content design, by integrating relevant multimedia and applying instructional strategies, in order to produce a learner-centered digital product that fosters engagement, supports skill development, and demonstrates instructional design proficiency.

Instructions:

1. Read the following text:

   Content Creation with Virtual Set Environments.

2. Create a flowchart of the interactive content creation process, based on both the previously completed template and an attached document outlining core elements (e.g., design principles, media types, engagement strategies).

3. Review the following materials:

   Your completed interactive content planning template. The attached document contains core design elements and guidelines (e.g., multimedia integration, user experience, instructional alignment, accessibility).

4. Think about the sequence of steps needed to create your content, from planning to publishing.

5. Stages that could be considered:

   Define learning objective. Identify audience needs. Choose media types. Select tools/platforms. Develop layout/structure. Add interactive features. Evaluate alignment with learning goals. Final review and testing.

6. Use a flowchart tool of your choice to visualize your process. Your flowchart should:

   Show logical progression (with arrows or connectors). Include brief descriptions at each step. Reference decisions from both your template and the core design principles.

7. Label and organize clearly:

   Use boxes, symbols, and arrows to map the process. Color-code if helpful (e.g., green for planning, blue for media, yellow for testing).

8. Include the following components in your flowchart:

   At least 6 core stages in your design process. At least 2 elements from the attached document (e.g., accessibility checks, learner engagement strategies). At least one decision point (e.g., “Choose video or image based on audience preferences”).

9. Review and revise before submitting:

   Ensure your flowchart is complete, clear, and logically organized. Confirm that it reflects both your personal design process and the pedagogical principles provided.

10. Finally, submit your work by uploading the file or pasting the link in the text box provided in the task mailbox.

Additional note:

For the development of your flowchart, we recommend some online tools as alternatives to help you create your work in a creative way. Select the one that best suits your needs. You may also use another tool you would like to explore.

Lucidchart
Whimsical
Miro
Tldraw
Textografo
Diagrams
Mermaid

Learning product:

Diagram of interactive content creation.

Evaluation criteria: Criteria Description Points Inclusion of key stages Flowchart includes 6+ clearly defined stages that follow a logical progression. 10% Integration of template elements Effectively incorporates key elements from the previously completed planning template. 15% Use of core design elements At least 2 core instructional design principles from the attached document are clearly and accurately represented. 10% Decision points and critical thinking Flowchart includes thoughtful decision points (e.g., tool choice, media selection) with clear rationale. 15% Visual organization and clarity Well-structured and visually engaging; easy to follow with effective use of flowchart elements. 15% Labeling and terminology Accurate and consistent academic vocabulary used throughout. 10% Creativity and effort Flowchart shows originality, attention to detail, and thoughtful design. 15% Delivered on time 10% Total 100%

Resources:

Herder, J. (2001). Interactive Content Creation with Virtual Set Environments. Virtual Sets and Virtual Environments Laboratory Department of Media Duesseldorf University of Applied Sciences. Retrieved June 20, 2025, from https://vsvr.medien.hs-duesseldorf.de/publications/hc2001herder-icc.pdf

2.5 Forum. Interactive content creation Requisitos de finalización Hecho: Ver Por hacer: Hacer publicaciones en foro: 1 Por hacer: Recibir una calificación

Learning objective:

To analyze the effectiveness and level of engagement of ESL interactive activities in order to provide constructive and reflective feedback that supports the improvement of teaching and learning outcomes.

Instructions:

1. Attach to the forum your previously created Diagram of Interactive Content Creation (Act 2.4). Also, participate in the online forum.

2. Review at least three classmate posts carefully.

   Read through each project post thoroughly, including the attached project. Take notes on design elements, strengths, and areas you feel could be expanded.

3. Write an opinion per project post (minimum 3 posts) by leaving constructive comments answering the questions below:

   Could this diagram be improved by adding or removing anything? Explain. Is any important information missing from the diagram? Explain. How do you think interactive content can support ESL learners? How do you think interactive content will evolve in the next few years?

4. Each comment should be thoughtful and constructive.

5. Use academic and respectful language.

6. Post your comments:

   Make sure all three comments are posted. Respond to any replies from your peers to maintain the discussion thread.

Learning product:

Forum participation

Evaluation criteria: Criteria Description Points Constructiveness of feedback Feedback is thoughtful, respectful, and includes both strengths and meaningful suggestions 15% Relevance to content Comments clearly refer to the project’s content design, multimedia, and educational purpose 15% Use of Academic language Language is formal, clear, and appropriate for academic feedback 15% Critical engagement Provides insight, asks thoughtful questions, or compares with own experience 15% Completion of required comments Comments on 3 or more posts; each with sufficient length and detail (75–120 words). 15% Interaction and responsiveness Responds to follow-up questions or comments from peers to keep discussion going. 15% Delivered on time 10% Total 100%

Resources:

3.1 Activity. Interactive activities digital presentation Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Hecho: Recibir una calificación Cierre: domingo, 2 de noviembre de 2025, 23:59

Learning objective:

To examine different types of interactive activities by examining language learning app features, gamification techniques, and learner feedback in order to create engaging ESL app content that supports vocabulary acquisition, listening and speaking practice, and sustained learner motivation.

Instructions:

1. Read the following texts:

   Interactive games in the teaching-learning process of a foreign language. Interactive Language Learning activities that enhance the oral skill.

2. Create a digital presentation about the different features of at least five interactive activities.

3. Research language learning apps:

   Choose at least five popular ESL or language learning apps. Explore the interactive activity types, user interface, gamified elements, and feedback mechanisms they use. Take notes on how each app supports vocabulary acquisition, listening/speaking practice, and learner engagement.

4. Analyze interactive activity types. In the presentation, is suggested to identify and explain:

   What types of tasks are used? (e.g., matching, recording, speaking challenges, storytelling, spaced repetition). What gamification elements are present? (e.g., points, badges, streaks, levels). How does the app provide feedback? (e.g., immediate correction, hints, audio modeling).

5. Create a digital presentation:

   Use tools like Google Slides, Canva, Genially or Prezi.

6. Your presentation should include:

   Title slide with your name and topic. Overview of the apps studied (2–3 slides). Analysis of interactive elements (2–3 slides). References (academic sources).

7. Presentation Guidelines:

   Keep your slides visually clear and well-organized. Include images or screenshots to support analysis and design. Use brief bullet points, not full paragraphs. You may be asked to present live or submit a recorded narration.

8. Submit the presentations (Make sure all links, videos, and interactive components are functioning before submission).

Learning product:

Digital Presentation

Evaluation criteria: Criteria Description Points App analysis and comparison Provides insightful analysis of 2+ apps with clear comparison of features, gamification, and feedback. 20% Clarity and depth of analysis Presenting ideas in a coherent and logically sequenced manner. 20% Visual design and organization Slides are well-structured, visually appealing, and easy to follow; excellent use of visuals and labels. 20% Presentation mechanics Clear, confident delivery (live or recorded); excellent pacing, articulation, and slide support. 15% Language use Uses academic, accurate, and fluent English throughout the presentation. 15% Delivered on time 10% Total 100%

Resources:

Martínez, M., Pérez, A., & Portillo, V. (2007, julio). Interactive games in the teaching-learning process of a foreign language. Teoría y praxis, (4), 47-66. https://www.redalyc.org/pdf/4561/456145112005.pdf
Espinoza, Y. (2019, April). Interacitve Language Learning activities that enhance then oral skill. Benemérita Universidad Autónoma de Puebla. Retrieved June 30, 2025, from https://repositorioinstitucional.buap.mx/server/api/core/bitstreams/8365d509-f285-43e1-993e-695d459209f7/contentt

3.2 Activity. Examples and apps multiple entry table Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 9 de noviembre de 2025, 23:59

Learning objective:

To contrast examples and applications of digital interactive activities by demonstrating their use through selected tools and platforms, in order to illustrate how they can enhance learner engagement, language practice, and assessment in digital learning environments.

Instructions:

Create a multiple-entry table to contrast examples and applications of digital interactive activities by demonstrating their use through selected tools and platforms, in order to illustrate how they can enhance learner engagement, language practice, and assessment in digital learning environments.

1. Open the provided multiple-entry table template. The table includes predefined columns such as:

   Platform. Skill. ESL challenge. Types of interactive activities. Gamification strategies. User Experience (UX) considerations. Gathering and user learner feedback. Link.

2. Select 5 types of interactive digital activities commonly used in language learning or general education.

3. For each activity type, complete one full row of the table.

   Use specific tools or platforms you’ve worked with or researched. Entries should reflect real or realistic examples.

4. Be precise and pedagogically focused.

5. Review your table for completeness and clarity.

6. Sources – Cite where you found your info.

7. Submit the completed multiple entry table.

Learning product:

Multiple entry table.

Evaluation criteria: Criteria Description Points Completion and coverage All rows fully completed; includes 5 varied activity types and tools. 15% Clarity of examples Examples are precise, realistic, and pedagogically sound. 15% Skill focus and target audience Skill targets and learner levels are well-defined and appropriate. 15% Tool/Platform appropriateness Selected tools are well-suited for the activity described. 15% Advantages and limitations analysis Provides insightful, balanced evaluation of strengths and drawbacks of each activity/tool. 15% Language and presentation Uses clear academic language and formatting; easy to read and interpret. 15% Delivered on time 10% Total 100%

Resources:

Lim, F., & Toh, W. (2024). APPS for ENGLISH LANGUAGE LEARNING: A SYSTEMATIC REVIEW. Teaching English with Technology, 24(1), 79-98. https://files.eric.ed.gov/fulltext/EJ1417825.pdf

3.3 Activity. IDA - Digital evaluation methods Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 16 de noviembre de 2025, 23:59

Learning objective:

To apply key digital evaluation methods through interactive digital activities (such as quizzes, case-based scenarios, or escape rooms), in order to enhance learners’ ability to select and implement appropriate assessment strategies for the digital learning environment.

Instructions:

1. Read the following texts:

   Methods of Evaluation and Assessment in Digital Learning Methods of Evaluation and Assessment in Digital Learning. Evaluation and assessment through digital technology.

2. Design and develop an interactive digital activity that engages learners in practicing or applying a language or academic skill (e.g., vocabulary, listening, speaking, reading comprehension, content review).

3. Choose a Target Skill:

   Select one specific language or academic skill your activity will focus on.

4. Define the Target Audience:

   Identify the level and learning context of your intended users.

5. Select a Digital Tool or Platform:

   Choose a tool that supports interactivity (e.g., H5P, Canva, Genially, Quizizz, Edpuzzle, Padlet, Google Forms). Pick one that allows for student input, interaction, or feedback.

6. Design the Activity Structure.

   Create a plan that includes: Instructions for the learner. Task type (e.g., multiple-choice, matching, voice recording, drag-and-drop). Multimedia elements (if applicable: images, audio, video). Interactivity (e.g., clickable elements, self-check quizzes, branching options).

7. Develop the Digital Activity.

   Use your chosen tool to build the full activity, making sure: It works smoothly and is easy to navigate. All instructions are clear. The interactive elements are functional and purposeful.

8. Provide a Brief Justification (100–150 words).

   Explain: Why this activity suits the chosen skill and audience. What instructional or engagement strategy it uses. What learning outcome it supports.

9. Test and Submit:

   Test the activity to ensure functionality.

10. Submit:

    A shareable link to your interactive activity. Your justification text. Any relevant instructions or screenshots, if required. The IDA.

Learning product:

Interactive Digital Activity (IDA)

Evaluation criteria: Criteria Description Points Skill alignment Activity is highly relevant to the selected language/academic skill; clearly supports learner development 15% Design and structure Structure is well-organized; clear instructions and logical flow throughout 15% Use of interactivity Interactive elements are rich, well-integrated, and enhance learning. 10%

Media integration (if applicable)

Visual/audio/video elements enhance clarity and engagement. 10%

Tool/Platform choice Tool is well-matched to the activity type and learner context. 10% Instructional value Strong pedagogical rationale; activity encourages meaningful learning. 10% User experience and accessibility Activity is user-friendly, visually clean, and accessible to the intended audience. 10% Creativity and originality Highly engaging, original, and creative approach to task design. 10% Delivered on time 10% Total 100%

Resources:

Khan, H., Khare, K., Mahobia, S., Kushwah, K., & Thakur, J. (2023). Methods of Evaluation and Assessment in Digital Learning Methods of Evaluation and Assessment in Digital Learning. In Methods of Evaluation and Assessment in Digital Learning (pp. 83-110). IGI Global. 
Priyanka, S. (2021, July 6). Evaluation and assessment through digital technology. Educational Resurgence Journal, 2(6), 12-16. https://coed.dypvp.edu.in/educational-resurgence-journal/documents/july-2021/3.pdf

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3.4 Activity. Forum Interactive activities Requisitos de finalización Hecho: Ver Por hacer: Hacer publicaciones en foro: 1 Por hacer: Recibir una calificación

Learning objective:

To analyze the effectiveness and level of engagement of ESL interactive activities in order to provide constructive and reflective feedback that supports the improvement of teaching and learning outcome.

Instructions:

1. Attach to the forum your previously created Digital Presentation about types of interactive activities (Act 3.1).

2. Review at least three classmate posts carefully.

   Read through each project post thoroughly, including the attached project. Take notes on design elements, strengths, and areas you feel could be expanded.

3. Write an opinion per project post (minimum 3 posts) by leaving constructive comments answering the questions below:

   What language skills were targeted in the interactive activities? Did interactive activities encourage collaboration, communication, or critical thinking? How would you adapt this activity for a different level or group? Was the activity accessible to learners with different needs or learning styles? What kind of interaction did the activity promote? (peer-to-peer, student-teacher, digital interaction, etc).

4. Each comment should be thoughtful and constructive.

5. Use academic and respectful language.

6. Post your comments.

7. Make sure all three comments are posted.

8. Respond to any replies from your peers to maintain the discussion thread.

Learning product:

Forum participation

Evaluation criteria: Criteria Description Points Constructiveness of feedback Feedback is thoughtful, respectful, and includes both strengths and meaningful suggestions 15% Relevance to content Comments clearly refer to the project’s content design, multimedia, and educational purpose 15% Use of Academic language Language is formal, clear, and appropriate for academic feedback 15% Critical engagement Provides insight, asks thoughtful questions, or compares with own experience 15% Completion of required comments Comments on 3 or more posts; each with sufficient length and detail (75–120 words). 15% Interaction and responsiveness Responds to follow-up questions or comments from peers to keep discussion going. 15% Delivered on time 10% Total 100%

Resources:

Integrative project. Development of a complete digital material Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 30 de noviembre de 2025, 23:59

Learning objective:

To design digital materials for ESL learners by understanding their language needs, knowing why engaging and relevant content supports learning, and using design strategies and feedback to improve the materials.

Instructions:

Design, create, and evaluate digital material for teaching English:

1. Define your project scope:

   Choose one or more English language skills to focus on. Identify your target learners.

2. Apply design principles:

   Plan your digital material based on: Instructional Design (e.g., sequencing, scaffolding, learner control). Multimedia Principles (e.g., cognitive load, dual coding, Mayer’s principles). Language Pedagogy (e.g., communicative language teaching, task-based learning, feedback integration).

3. Select an Authoring Tool or Platform:

   Choose a suitable platform (e.g., H5P, Genially, Canva, Edpuzzle, Book Creator, Google Sites). Justify your choice based on your instructional goals and learner needs.

4. Design and Develop the Interactive Material:

   Create one complete interactive digital material (lesson, activity, task, or mini-module) that includes: Clear learning objective(s). Interactive tasks (e.g., quizzes, drag-and-drop, clickable dialogue, embedded video/audio). Support for learner autonomy, engagement, and skill development. Appropriate multimedia elements (images, audio, video, icons, animations). Feedback (automatic, visual, or teacher-guided).

5. Evaluate your material:

   Test your material yourself and (if possible) with a peer. Reflect on: What worked well pedagogically and technologically. What could be improved and why. Complete a brief self-evaluation report (200–300 words) explaining: How the material aligns with pedagogical and design principles. Its strengths and limitations. Its potential application in a real ESL learning setting.

6. Sources – Cite where you found your info.

7. Submit your work. Provide:

   A link or file of your interactive digital material. Your self-evaluation report. A brief overview document or slide summarizing: Skill targeted Learner profile Tool used Design choices and their rationale

Learning product:

Development of a complete digital material

Evaluation criteria: Criteria Description Points Language skill alignment The material directly supports specific language skills with clear learning objectives. 10% Instructional and pedagogical design Strong application of instructional strategies and language pedagogy; learning is scaffolded and purposeful. 10% Interactivity and engagement High level of learner interactivity; tasks are engaging, varied, and meaningful. 10%

Use of technology/platform

Tool/platform is effectively used; supports functionality, design, and learning goals.  10%

Multimedia integration Multimedia (images, audio, video, etc.) is used purposefully and enhances learning. 10% Feedback and learner support Feedback is timely, informative, and supports self-correction or learning progression. 10% Design and usability User interface is intuitive, clear, and learner-friendly. 10% Evaluation and reflection Self-evaluation provides deep insight into strengths, limitations, and pedagogical value. 10% Overall creativity and relevance Highly original, relevant, and well-targeted to the learner profile. 10% Delivered on time 10% Total 100%

Resources:

N/A