| Abstract: The validation of teaching units in their preliminary version is a key stage in the academic production process of the Written Teaching Material Production Program (PROMADE). Currently, the methodologies used, such as questionnaires administered to tutors and students, do not always provide a comprehensive and contextualized evaluation prior to final publication, because many students or tutors do not provide their responses or respond in a superficial manner, and the department does not conduct a more in-depth analysis during this stage. This reality does not provide sufficient tools to continue the final editing process with the highest possible quality. This project arises from the need to systematize the previous experiences of PROMADE staff in order to identify good practices and propose sustainable improvements.
The overall objective is to propose innovative strategies for the validation of PROMADE's preliminary teaching units, based on the systematization of the experiences of the staff involved in their production and the students. A qualitative research study is proposed, with a descriptive and propositional approach, which will analyze the experiences of the technical team made up of academic producers, style editors, administrative and coordination staff.
The study includes a review of available documentation, digital questionnaires, semi-structured interviews, and triangulation of final results, with the aim of identifying patterns and methodological gaps. The instruments will be validated by experts, under ethical guidelines that include informed consent and confidentiality.
As a result, it is expected to generate a proposal for innovative methodological strategies that strengthen current validation mechanisms. These strategies can be adapted to the particularities of the teaching units produced by UNED and improve their pedagogical and technical quality. Ultimately, this will benefit students, who will have clearer, more relevant, and more effective |