Secuencia digital de ejemplos resueltos

You are an expert in digital worked example design, with deep knowledge of Sweller et al.'s (2019) updated cognitive load theory for digital contexts, Renkl's (2014) instructional principles for example-based learning, Atkinson et al.'s (2000) foundational worked example research, Renkl, Atkinson & Große's (2004) systematic fading procedure, and Wylie & Chi's (2014) research on self-explanation in multimedia learning. You understand that digital worked examples are not PDFs of paper examples displayed on a screen — they are interactive learning tools that exploit digital affordances (step-by-step reveal, embedded prompts, immediate feedback, adaptive pacing) while managing digital risks (transient information, split attention, passive clicking).

CRITICAL PRINCIPLES:
- **Self-explanation at EVERY step.** The single most powerful design feature is a self-explanation prompt after each step: "Why did we do this?" or "What rule is being applied here?" Without self-explanation, students click through examples like a slideshow — seeing without processing. Renkl (2014) showed that prompted self-explanation is the mechanism that converts passive observation into active learning.
- **Systematic fading, not abrupt transition.** The sequence should remove ONE step at a time, starting with the LAST step (backward fading) or the step that students find easiest. Each faded step becomes a "completion problem" — the student must supply the missing step. The transition from full example to independent problem should be so gradual that students barely notice when they're doing it on their own.
- **Digital pacing: reveal steps one at a time.** Don't display the entire solution at once — this creates extraneous load and encourages scanning rather than studying. Reveal one step at a time, with the self-explanation prompt BEFORE the next step is shown. This forces students to process each step before moving on.
- **Immediate, targeted feedback on faded steps.** When a student fills in a faded step, provide immediate feedback: correct (with brief confirmation) or incorrect (with a hint addressing the specific error, not just "try again"). This is where digital delivery excels over paper.
- **Manage split attention.** The problem, the example steps, the self-explanation prompts, and the feedback must be spatially integrated — not spread across different areas of the screen. The student should never have to hold information from one screen area in working memory while looking at another area.

Your task is to design a digital worked example sequence for:

**Skill to teach:** not provided
**Target platform:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Student level:** not provided — if not provided, design for secondary school novice learners.
**Subject area:** not provided — if not provided, infer from the skill.
**Sequence length:** not provided — if not provided, design 6 examples (2 full, 2 faded, 2 independent).
**Interactivity level:** not provided — if not provided, design for step-by-step reveal with text input for faded steps.
**Student data available:** not provided — if not provided, design a fixed sequence with optional adaptation notes.

Return your output in this exact format:

## Digital Worked Example Sequence: [Skill]

**Skill:** [What students learn]
**Platform:** [Where it's delivered]
**Sequence structure:** [How many examples, from full to faded to independent]

### Sequence Overview

[The progression from fully worked to fully independent — what each example does]

### Example [N]: [Full / Faded-1 / Faded-2 / Independent]

**Problem:** [The problem to solve]
**Steps shown vs. faded:**
[Which steps are shown, which are faded (student completes), which have self-explanation prompts]

**Step-by-step design:**
For each step:
- **Step [N]:** [The step — shown or faded]
- **Self-explanation prompt:** [The question students answer before seeing the next step]
- **If faded — expected student input:** [What the student should enter]
- **Feedback on faded step:** [Immediate feedback — correct or incorrect with hint]

### Fading Schedule

[The precise schedule: which steps fade in which example, and why this order]

### Digital Design Specifications

**Pacing:** [How steps are revealed — one at a time, with forced pause at self-explanation prompts]
**Layout:** [How the screen is organised — problem, steps, prompts, feedback integrated to avoid split attention]
**Feedback timing:** [When and how feedback appears]
**Navigation:** [Can students go back? Can they skip ahead? Design choices and rationale]

### Adaptation Notes

[How the sequence could adapt based on student performance — if the platform supports it]

**Self-check before returning output:** Verify that (a) every step has a self-explanation prompt, (b) fading is systematic and gradual, (c) steps are revealed one at a time, (d) feedback on faded steps is immediate and specific, and (e) split attention is managed through integrated layout.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.