The ubiquity of mobile devices with internet access and social networks has transformed the way people consume information. Individuals stay connected to platforms for instant communication and sharing of concise messages and videos, which have increased the expectation for objectivity on any offered content. However, this objectivity has been poorly explored in the production of educational content. Aiming to supply this demand, this work proposes a novel online video model to be used in the continuing education of IT professionals. A five-stage process, composed of empathy, definition, ideation, prototype, and tests, has been adopted according to the Design Thinking methodology. All stages were focused on knowing the users’ needs in order to create the video format that satisfies their expectations. The video prototype was sent to a group of 150 people together with an online self-assessment survey whose results were used to confirm the methodology effectiveness by applying a Wilcoxon non-parametric test. The proposed model was able to create satisfactory learning outcomes in 80.30% of the participants and, according to the results of the statistical analysis performed, the video model proved itself efficient in the development of practice and application-level skills.

具有互联网访问和社交网络的移动设备无处不在，已经改变了人们消费信息的方式。个人保持与平台的连接，可以即时交流和共享简明的消息和视频，这增加了人们对所提供内容的客观性的期望。但是，这种客观性在教育内容的生产中很少得到探讨。为了满足这种需求，这项工作提出了一种新颖的在线视频模型，可用于IT专业人员的继续教育。根据设计思维方法，采用了由共情，定义，构想，原型和测试组成的五个阶段的过程。所有阶段都专注于了解用户的需求，以便创建满足他们期望的视频格式。视频原型与在线自我评估调查一起发送给了150个人，该调查的结果通过应用Wilcoxon非参数检验来确认方法论的有效性。所提出的模型能够在80.30％的参与者中创造令人满意的学习成果，并且根据进行的统计分析的结果，视频模型证明了自己在实践和应用级技能发展方面的有效能力。