Publicación: Limits and possibilities in the techno-pedagogical virtualization process of Peruvian universities
Fecha
2023-07-21
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Extremadura
Resumen
El Consorcio universitario UTEC-UNED-TECSUP participó en la octava convocatoria del Programa de apoyo al diseño e implementación de estrategias para la continuidad del servicio educativo superior de las universidades públicas del Ministerio de educación peruano (PMESUT), cuyo objetivo era fomentar la continuidad del servicio educativo no presencial de las universidades públicas. Este artículo presenta el asesoramiento a cuatro universidades con el objetivo de garantizar la digitalización de la enseñanza tras la pandemia. Realizado el diagnóstico, se llevó a cabo la virtualización tecno-pedagógica de 138 cursos modelo en tres fases: planificación; diseño curricular y acompañamiento docente; e implementación de los cursos en el aula virtual. Las limitaciones se relacionaron con las brechas digitales existentes: escasez de tiempo, autorregulación personal y escasa formación en competencias pedagógicas y digitales de los docentes. Se buscaron medidas de apoyo y tutorización individualizadas, aumentando el número de sesiones sincrónicas que facilitaran la evaluación. El feedback persiguió la información, interacción y responsabilidad sobre lo realizado y la mejora del acto didáctico en modalidad virtual. Como conclusión se destaca la complejidad del proceso y el alto nivel de exigencia para la obtención de resultados que, siendo positivos atravesaron varios obstáculos provenientes de los diferentes agentes y elementos implicados.
The UTEC-UNED-TECSUP University Consortium took part in the eighth edition of the Support programme for the design and implementation of strategies for continuity of the Higher Education service in public universities of the Peruvian Ministry of Education (PMESUT), devised to promote the continuity of non-classroom-based educational service in public universities. This article presents the assessment carried out in four universities, with the aim of ensuring the ongoing digitization of education in the aftermath of the pandemic. Once the diagnosis had been made, the techno-pedagogical virtualization of 138 model courses was carried out in three phases: planning; curriculum design and teaching support; and implementation of the courses in the virtual classroom. Limitations were related to existing digital divides: time constraints, personal self-regulation and limited training in pedagogical and digital competences of teachers. Individualised support and tutoring measures were sought, increasing the number of synchronous sessions to facilitate assessment. The feedback focused on information, interaction and accountability on what has been done and the improvement of the didactic act in virtual mode. In conclusion, the complexity of the process was notable, as well as the high level of demand to achieve results which, although positive, encountered several obstacles arising from the different agents and elements involved.
The UTEC-UNED-TECSUP University Consortium took part in the eighth edition of the Support programme for the design and implementation of strategies for continuity of the Higher Education service in public universities of the Peruvian Ministry of Education (PMESUT), devised to promote the continuity of non-classroom-based educational service in public universities. This article presents the assessment carried out in four universities, with the aim of ensuring the ongoing digitization of education in the aftermath of the pandemic. Once the diagnosis had been made, the techno-pedagogical virtualization of 138 model courses was carried out in three phases: planning; curriculum design and teaching support; and implementation of the courses in the virtual classroom. Limitations were related to existing digital divides: time constraints, personal self-regulation and limited training in pedagogical and digital competences of teachers. Individualised support and tutoring measures were sought, increasing the number of synchronous sessions to facilitate assessment. The feedback focused on information, interaction and accountability on what has been done and the improvement of the didactic act in virtual mode. In conclusion, the complexity of the process was notable, as well as the high level of demand to achieve results which, although positive, encountered several obstacles arising from the different agents and elements involved.
Descripción
MONOGRÁFICO «La formación en Competencias digitales ciudadanas en Latinoamérica»
Categorías UNESCO
Palabras clave
higher education, educación superior, distance education, educación a distancia, technological education, educación tecnológica, tutoring, tutoría, Latin America, América Latina
Citación
Límites y posibilidades en el proceso de virtualización tecno-pedagógica de universidades peruanas. (2023). Revista Latinoamericana De Tecnología Educativa - RELATEC, 22(2), 43-57. https://doi.org/10.17398/1695-288X.22.2.43
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales