TCD_EN

Teacher competence development

Teachers certified

Virtualized courses

Technical assistance sessions

The demand for digital transformation in Higher Education Institutions not only requires the incorporation of technologies, but also the creation or modification of processes and the availability of people with the appropriate skills and abilities to develop these processes and technologies. Along with this, a new structuring of studies is necessary, incorporating a formative approach focused on students’ competencies, and from this arises the need to promote a more active teaching, based on a teaching-learning methodology, in which the master class must share the limelight with other strategies and ways of teaching and learning, The use of new information and communication technologies is one of its main pillars, which together with the promotion of innovation and research will be the driving forces of the new university that develops in non-face-to-face environments. The design, development and evaluation from non face-to-face teaching-learning environments requires specific training for the performance of professional teaching, with the guarantee of technological capacity, digital and pedagogical competence. All this with a perspective of innovation and quality. 

This program seeks to strengthen academic and pedagogical competencies that will allow teachers at the Universidad Nacional de Educación Enrique Guzmán y Valle to establish a roadmap aimed at establishing the necessary mechanisms to ensure the quality and relevance of a face-to-face, non-face-to-face and hybrid system. UNESCO IESALC’s programs are based on the development of competencies and for this purpose we work from competency frameworks that allow us to carry out pre and post evaluations to ensure and demonstrate that the skills have been established.

General objectives

Strengthen the capacities of teachers in the use of pedagogical strategies for the teaching-learning process in virtual, blended and hybrid environments in accordance with the demands of the UNE Educational Project.
To train teachers in distance teaching-learning methodologies, emphasizing as an articulating axis methodologies based on active learning.
Apply the knowledge and competences necessary to be able to design, develop and evaluate university learning sequences in virtual or blended environments, taking into account pedagogical, technological and organizational principles necessary to guarantee quality.
Develop the virtualization of a subject based on the project-based learning model.

Phases

DigCompuEdu Competency Framework

In this case, the model is supported by the DigCompEdu competency framework, which will allow an initial and final self-assessment on the IESALC Campus platform. The objective of this test is to measure the levels of improvement in competencies and knowledge after training in the conceptual, procedural and attitudinal contents identified for teaching development and thus guarantee the quality of the teaching/learning processes, which will strengthen the academic dimension of the university.

Training

After the pre-test, the training is structured in 5 virtual modules whose study allows the development of the necessary competencies for the completion of the final project, in which the learning will be consolidated. Additionally, the program has a path of optional virtual seminars on specific topics that participants can choose and follow according to their interests or specific needs. The modules covered the following topics:

Module 1. Introduction to e-learning.
Module 2. Pedagogical design for e-learning.
Module 3. Educational resources for teaching in virtual and blended environments.
Module 4. Design of evaluations for virtual learning.
Module 5. Monitoring and dynamization strategies.

The course is oriented in the IESALC Campus, a Moodle platform where you will find the contents and activities that make up the asynchronous training, and will be available for the realization of the activities 24 hours a day, every day of the week. Additionally, there will be a series of synchronous sessions of mandatory attendance for participants that will be convened in a timely manner on the dates indicated in the schedule.

Final Project Development

The participants developed a final project which consisted of designing a model for the virtual training of the subject they are responsible for. The projects were carried out according to a virtual course model defined by UNE. With the support of a pedagogical advisor and combining group work by areas and individual work, each teacher carried out the virtualization of the subjects.

Slide

“The important thing is not only the learning of digital tools, but also how these 17 Sustainable Development Goals (SDGs) can be integrated into the activities we carry out when training new teachers accompanied by continuous reflection on the education we want for Peru.”

Carmen Roldan
Enrique Guzmán y Valle National University of Education

Slide

“The experience has been gratifying. It has allowed us to open spaces for reflection on what is the teacher's commitment which will give us the possibility to improve the inter-learning processes for the benefit of a better teaching profession.”

César Cobos
Enrique Guzmán y Valle National University of Education

Slide

“We have shared other types of looks at the use of technology in the classroom, such as artificial intelligence, tools that allow us to provide a different presentation to the student.”

Guillermo Morales
Enrique Guzmán y Valle National University of Education.

UNESCO-IESALC

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DigCompuEdu Competency Framework

Training

Final Project Development