Videos are extensively used nowadays to support learners in a variety of educational settings such as traditional online courses, MOOCs (Massive Open Online Courses), flipped classrooms, and blended courses. Therefore, it is of prime importance to develop methodologies capable of producing effective video-based learning courses which can lead to the highest success and learner satisfaction. AMMIL (Active Meaningful Micro-Inductive Learning) is a methodology for creating video-based learning courses, which aims to maximise the instructional effectiveness in terms of motivation and academic performance in self-learning environments. This methodology has been successfully used to create several MOOCs, as well as to support a blended programming course at a higher education institution. This paper presents the AMMIL methodology and an evaluation of two different MOOCs and a higher education programming course in which this methodology was applied. This evaluation was conducted by using student surveys as data collection instruments. The results are very promising since they show that students were very satisfied with the courses created applying the AMMIL methodology.

Desde los inicios del siglo XX la tecnología ha tenido una influencia creciente sobre la actividad artística y la expresión creativa. En la era digital la interactividad ha abierto a muchos artistas y técnicos la posibilidad de realizar obras en las que la interactividad constituye el componente fundamental de la obra. Los principios que determinan este tipo de relación entre artista y espectador tienen que ver con las posibilidades tecnológicas pero también con la forma en que contemplamos la obra de arte.

User interface design is very important when creating e-learning tools, especially in authoring tools where the user has to use a single application to create content and has to learn to use a lot of functionalities that combine and help each other to produce the final result. The user, when utilizing the application, will create a mental model that should fit the conceptual model that the development team has designed. If this does not happen it will be very difficult to learn how to use the application and there will be misunderstandings and mistakes. This paper presents a case study of an authoring tool called ViSH Editor, its user interface design process and how mental models and related Human-Computer Interaction concepts have been taken into account when designing the user interface of the tool.

Teaching and learning about e-safety is a general concern nowadays. Parents, tutors, authorities, everybody want the younger generation to be educated on these topics, but most educators do not dominate the related subjects. This paper presents an e-Learning platform to help learning and teaching safe and responsible use of digital technologies. The platform is called EducaInternet and properly combines several functionalities to reach this ambitious goal.