The MOOC in Continuous and Specialized Training: New Narratives and Audiovisual Formats? Myths and Challenges

Educational audio-visual formats have their own uniqueness in relation to their structures and narratives, which is another turn of the screw, a specialization of them in relation to the digital context. In this sense, the audiovisual, the video itself, are central pieces of the so-called MOOC, learning and training formats born at the dawn of digital space itself. This study aims to address these issues from the theoretical foundation of contemporary education and communication and its proposals of transliteracy, as we understand that this area of knowledge is ideal, since the basis of its theoretical construct was formulated on the relationship between media and education. In addition, we will review the literature on the emergence of the MOOC, with the aim of highlighting that the nature of the MOOC and the postMOOC era, as its specificity for continuous and specialized education, as well as the audiovisual media that compose them, must build their own methodologies and narratives. For this purpose, we will apply analysis templates of these audiovisual pieces that will lead us to assess to what extent these methodological premises are a reality or still maintain traditional patterns, with the ultimate intention of being proactive in future lines of action.