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- Promoting engagement in MOOCs through social collaboration: common lessons from the pedagogical models of Universidad Galileo and Universidade AbertaPublication . Hernández, Rocael; Morales, Miguel; Mota, José; Teixeira, AntónioThis chapter presents the research experience about MOOC design from Open University of Portugal and University of Gallileo from Gualemala.
- A competency framework for teaching and learning innovation centers for the 21st Century: anticipating the post-COVID-19 agePublication . Pérez-Sanagustín, Mar; Kotorov, Iouri; Teixeira, António; Mansilla, Maria Fernanda; Broisin, Julien; Alario-Hoyos, Carlos; Jerez, Oscar; Pinto, Maria do Carmo Teixeira; García, Bonni; Delgado Kloos, Carlos; Morales, Miguel; Solarte, Mario; Oliva-Córdova, Luis Magdiel; Gonzalez Lopez, Astrid HelenaDuring the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards “emergency online education”, experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers’, students’, and managers’ development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students’ support actions.
- The experience of designing and developing an edX's MicroMasters program to develop or reinforce the digital competence on teachersPublication . De La Roca, Mónica; Hernandez, Rocael; Morales, Miguel; Amado, Héctor; Teixeira, AntónioThe fast and constant evolution of information and communication technology (ICT) has brought on cultural, social and economic changes. Educational institutions (EIs) are aware that both students and teachers need to acquire digital competence to meet up actual and future workforce needs. Society needs individuals to handle a variety of thinking and understanding skills to tackle and solve problems in virtual environments. Teachers must understand how students relate to and interact with technology, this knowledge will allow them to enhance their courses with ICT and provide a better academic support to their students. The focus of this paper is to describe the experience of Galileo University in designing and developing a MicroMasters Program of four courses, in MOOC format, deployed in edX platform to develop or reinforce the digital competence on teachers. The evaluation to determine if the MicroMasters program design framework was effective towards developing teachers' digital competence has been left out of this paper, due to its importance and extension.
- PROF-XXI: teaching and learning centers to support the 21st century professorPublication . Delgado Kloos, Carlos; Alario-Hoyos, Carlos; Morales, Miguel; Hernández-Rizzardini, Rocael; Jerez, Oscar; Pérez-Sanagustin, Mar; Kotorov, Iouri; Recinos Fernández, S. Alejandra; Oliva-Córdova, L.M.; Solarte, Mario; Jaramillo, Daniel; Teixeira, António; González López, Astrid HelenaPROF-XXI is a European-funded project whose aim is the creation of Teaching and Learning Centers (TLCs) for Latin American Higher Institutions in an effort to promote the development of competences for university professors and foster teaching innovation in onsite, but also in online and hybrid education. PROF-XXI includes a partnership of seven higher education institutions, three from European countries (Spain, France, and Portugal), and four from Latin American countries (two from Guatemala, and two from Colombia). This article presents the main results of the first part of the project, including the diagnosis of institutional practices, the state of the art of TLCs around the world, the framework on 21st century professors in Latin America, and the PROF-XXI framework.