Design of a Moodle Course on Multimedia Tools Using the ASSURE Model

Abstract

The use of multimedia tools in online educational environments poses a challenge that goes beyond the digitization of content: it involves transforming the learning experience in a pedagogically grounded way. This article documents the design and implementation of an online course titled Multimedia-Based Learning Tools, developed on the Moodle platform of the Escuela de Ciencias de la Educación (ECE) using the ASSURE instructional design model. The purpose of this article is to systematize the experience of designing and implementing the course, identifying key instructional decisions, participation evidence, and learning outcomes from the teaching team as designers. The methodological approach corresponds to a systematization of educational experience, involving a group of 75 basic education teachers distributed across six thematic sessions focused on interactive digital tools (Online Stopwatch, Wordwall, Plickers, Padlet, Genially, and JavaLab). Results indicate that 28% of the group completed at least one activity; among the 21 participants with recorded grades, the average was 73.7% (390.45/530 points). Dialogic participation in discussion forums consistently surpassed participation in formal assignments, with 28 interventions from 19 participants in the introductory forum. An exit survey applied to 11 participants at course closure reported high satisfaction levels, with averages above 4.3/5 on all evaluated items and a perfect score of 5.0/5 on perceived usefulness for professional teacher development. Findings suggest that the ASSURE model is effective for structuring high-quality learning experiences, but must be paired with explicit accompaniment strategies and timely feedback to sustain engagement in asynchronous courses aimed at in-service teachers.