Form of organization of contents


This assumption has to make the developers of digital pedagogical contents to conceive situations that enable the learners to feel constructors of meanings and significance to the contents. For this purpose, one needs to elaborate an architecture to distribute them in different resources/media, creating numerous paths to dispose the contents, treating them under different conceptual perspectives. The organization of contents under the complementary and interdisciplinary viewpoint, using the languages and formats compatible with the technological potentialities of each resource/ media, prompt the students to distinguish conceptual nuances and to develop policomprehensions that helps them to interpret those in an integrated way. The different languages possibilitated by the resources/media used to store the contents offer the learners, still a chance to do some thinking associating new meanings and significance to the contents.

It has to be organized in a way that propitiates in the learners the idea that the contents merge and complement each other. It also needs to offer the opportunity of multiplying their experiences of information exchanges. For this purpose, one can use resources/media, such as hypertexts, videos, blogs, conceptual maps, infographs etc.


This assumption has to make the developers of digital pedagogical contents elaborate activities that lead the learners to perceive themselves as a constituent part of the construction of new knowledge and/or solutions that might be created from them. For this purpose, one should elaborate perceptive scripts that enable them to produce reflections considering not only the cognitive capacity and the conceptual background that they have to articulate the different languages used in the diverse media/resources to capture the contents, but, mainly, their potential of becoming the main agents and key players in the constructions of new knowledge.

It has to be organized in a way that enables learners to be mobilizing agents and constructors of new knowledge from the cognitive routes previously elaborated to reflect upon the contents that they searched for in the different media/resources. Technological media/resources such as conceptual maps, educational videos produced by learners, collectively authored texts, among others, enable them to reconstruct the logic of significations they produced when immersed in the contents inserted in those media/them. This favours the experience of learners feeling themselves as constructor agents and transformers of the reality surrounding them.


This assumption has to make the developers of digital pedagogical contents make way so that the learners make their own analysis about the new knowledge they produced from the contents they accessed in the diverse media/resources. For this purpose, new paths have to be structured so that they reflect collectively with their peers and teachers about the tacit processes occurred during the experience of capturing the contents and constructing new significance and meanings.

It has to be organized in a way that enables learners to pursue a non-linear path in order to capture it. This favours their active and conscious participation in the process of reflection in the “action” and “about the action”, enabling them to develop the metacognitive capacity. Media/technological resources such as conceptual maps, wikis blogs etc. make it possible for learners to reconstruct the logics they produced.