General diagnostic

The Lautaro Aspiazu Sedeño Educational Unit (UELAS), which is located in the Palenque parish of the Palenque Canton of the province of Los Ríos, detected the lack of innovative methodological evaluation strategies for its students due to the lack of knowledge about the management of these, and the lack of training provided by the Ministry of Education and institutional authorities on the use of different platforms that allow to develop simple, practical, and fun evaluations.

The scarce use of digital tools in the evaluation process causes the student to show a total disinterest in the preparation for them, it should be emphasized that it is important that teachers change strategy in order to prepare students for the tests to be a student which are applied by INEVAL in order to check the applicability of the standards of institutional educational quality as well as to The transform tests that are applied for admission to fiscal universities.

It is necessary to make a change in the applicability of evaluations, whether they are diagnostic, formative or summative, through innovative strategies that include the use of technological tools such as Google Forms, Educaplay, Genially, YouTube, Socrative, among others that allow the creation of structured base questionnaires in accordance with the guidelines issued by the Ministry of Education for the application of evaluations at the national level in all institutions. Educational.

Technology has been gradually incorporated into teaching-learning processes, and intrinsically in evaluation, contributing to the generation of current dynamics and in some cases disruptive or unimaginable in education, for this reason its use and integration is perceived as necessary and beneficent as mentioned by Olvera et al., (2011).

It is necessary to emphasize that within the existing problem in educational institutions is the lack of one of the most important educational components within the teaching-learning process such as evaluation that requires greater attention due to the great advances in technology, so it constitutes a challenge and frames greater effort on the part of teachers to generate significant changes and transformations within its application within the classroom.

Methodology

The teaching-learning methodology to be applied in this proposal is Flipped Classroom since it focuses on the learning of the participants and not on the teaching of the teacher, being a didactic strategy that focuses mostly on practice that is to say this pedagogical model consists of inverting the order of traditional education since the student takes an active role in his learning process through an interactive environment in which the teacher becomes a guide and facilitator of learning, a process in which students are involved and actively participate in the classroom building their learning.

In flipped learning, the student can obtain and have information without the need for the physical presence of the teacher, since the aim is for the student to increase their commitment and responsibility in the learning process, allowing them to self-train in an integral way, discovering and developing skills according to their requirements (Prieto et al., 2021) and that four fundamental aspects are needed to consider to apply flipped learning.

It begins with "Flexible environments" which he mentions (Mancero, 2022) by expressing that these helps provide students with spaces so that they have the option to choose when and where they can learn. The culture of learning according to Mayea-Carpio (2022) Create in students the culture in which they are the protagonists of their learning, and the teacher becomes a guide who will support and deepen knowledge and expose or present different alternatives, options, and opportunities, giving them a clearer vision for the acquisition and construction of their knowledge. Totally transforming the traditional methodology.

Again Mancero (2022) recognizes that there is a type of intentional content which must be thoroughly analyzed the content to be presented and made available to students should allow students to develop their potential and acquire educational skills becoming critical people. Mayea-Carpio (2022) and Serrano (2022) refer to the "professional teacher" as the main gear of inverted learning the teacher must organize the time in the best way so that students can interact and participate actively distributing activities, tasks and evaluations among others that can be developed inside the classroom and outside it (Mayea-Carpio, 2022).

A Fidalgo-Blanco and ML Sein-Echaluce. (2020) comment that the flipped classroom is a methodology that is part of the new modalities of study due to technological progress and online learning, through this information can be presented in different formats which causes interest and motivation in students, encouraging effective and timely participation, they also opt for personalized and autonomous learning.

Development of the plan

To structure an adequate training for the educational environment, the use of Moodle as a digital tool was selected with an integrated system that allows creating personalized learning environments according to needs and requirements is a means to develop and manage online training spaces, it is designed for educators, administrators, and students (Rodríguez, 2018).

Among the features of the Moodle platform is the one that is updated to its versions with improvements to meet the needs of teachers and students. Its versatility features multiple template options to customize the environment, even within its most standard version. Its interface is very intuitive and easy to handle according to the type of server on which it is being installed.

As an LMS, it offers different activities and collaborative tools while allowing access to reports of activities or student performance. The LMS includes an academic calendar in which activities can be organized according to the instructional schedule thanks to its simple and intuitive text editing.

Resources:

Genially: It allows you to create interactive content (individually or collaboratively) attractive and effective. It allows the creation of multiple formats such as presentations, flipped classrooms, infographics, interactive images, guides, etc. It has a paid subscription, but its free version is very complete (Mayea-Carpio, 2019).

Canva: It is a platform to create images and graphic designs more visual, but not interactive. It is simpler than Genially so it offers a good alternative for teachers with less digital knowledge / skills and for the students themselves to create visual content.

Liveworksheets: Serrano (2022) that liveworksheets allows you to transform any traditional worksheet in doc, PDF, jpeg format. into an interactive sheet with auto-correction. Students can take the activity online and send their answers directly to their teacher or see the answers at the end of the activity. The exercises can incorporate audio and video and offer several types of questions.

EducaPlay: It is a web tool that allows teachers to create different types of multimedia educational activities, through various scenarios or activities such as crosswords, word search, riddles, dictations, among others.

Wordwall: It is a digital resource that allows you to create and edit activities for the classroom in a simple way. With Wordwall you can create different types of games for students (Mancero, 2022).

Following the data collected during the analysis phase of this project, it has been considered that the learning outcomes can be distributed in five units with their respective sub-themes and learning achievements for a virtual training plan with 40 hours of learning in which asynchronous and synchronous learning has been considered from the ARCS structure.

Table 1
Categories, definitions, and motivational strategies of the ARCS Model

Category	Definition	Motivational strategies
Attention	Capture students' interest and stimulate their curiosity to learn.	Incongruity and conflict Concretion Variability Humor Research Participation
Relevance	Consider the personal needs or goals of the student to generate a positive attitude.	Experience Current value Future utility Need for play Modelling Election
Confidence	Help students believe they will succeed and know how to control it.	Learning Requirements Difficulty Expectations Powers Self-confidence
Satisfaction	Reinforce achievements with internal and/or external rewards	Natural consequences Unexpected rewards Positive results Negative influences Programming