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The unstoppable technological progress that shakes our society has reached the academic classrooms and, with it, the development of new teaching methods. The advance of ICTs has modified the way of elaborating, acquiring and transmitting knowledge, promoting the use of innovative tools for learning. Within the wide range of new educational possibilities offered by these tools, open access didactic materials in digital format acquire vital importance as a source of information and as the axis for the development of new pedagogical methods.
In this sense, the purpose of this paper is to present a model of integration of DDM (Digital Didactic Materials), highlighting the possible didactic uses offered by these resources, and to promote their design as a dynamic strategy for autonomous work, motivation and improvement of students' academic performance.
Keywords: digital didactic materials, ICT (Information and Communication Technologies), OER (Open Educational Resources), authoring tools, educational innovation
INTRODUCTION
The creation of educational materials is a key aspect of the incidence of ICTs and the digital world in general in the current educational panorama (Rodríguez, 2005). Their preparation for the teaching-learning process constitutes the central axis of any pedagogical strategy due to the numerous didactic possibilities they offer to work not only on conceptual content, but also on procedural and attitudinal content, contributing to the acquisition of competences.
Digital resources have emerged in recent decades as a means of expression and creation through a new language based on image, sound and interactivity, three elements that reinforce the understanding, creativity and motivation of students (García-Valcárcel, 2016). Audiovisual media involve a form of multisensory communication generating a multiplicity of codes that affect various senses and forms of perception, forming a language of synthesis adopted by young people as a new means of communication. The students who nowadays fill our classrooms want to learn in a different way.
In response to this demand, immediacy and spontaneity, as well as collaboration and reuse of materials, have become features of the new forms of teaching (García-Valcárcel, 2016). Our students are accustomed to audiovisual stimuli and the versatility of information communication, especially the immediacy when accessing it, so they find traditional educational resources little motivating (Ortiz, 2006: 37-38). This new generation, avid of technology, demands not only a change in the...