“IV Congreso Virtual Internacional Educamp: Diseñando la educación del futuro”, realizado del 14 y 15 de Septiembre de 2023.

This article shows the response offered by the UTEC-UNED-TECSUP Consortium to six Peruvian public (national) universities aimed at strengthening the digital competences of their communities, made up of managers, teachers, students, and support technicians. The contextual and situational diagnosis, which covered organizational, technological, and competence dimensions, revealed a series of cross-cutting needs related to technological skills that prevented the training or mobilization of the digital competences necessary for progress in the other dimensions under study. The response was an online training plan, consisting of three training programs and eighty-three courses. The pedagogical strategy was based on the scaling of competence achievements that ended with problem-solving and applications in daily activities. The accompaniment was carried out through virtual tutorials, distributed...

This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of three stages that ensured the continuity of the virtual/online educational service: diagnosis, design, and training, to strengthen instructional and digital competencies, support, and techno-pedagogical monitoring. It includes the basic principles of constructivist and constructionist learning theories for active and quality teaching and learning for the agents involved, and, in addition, the guidelines set by the emerging Peruvian regulations during the pandemic to move towards a digital university model according to the times. After a 157-day intervention, the analysis of the ...

Ofrece orientaciones y herramientas para el desarrollo de competencias, en los docentes y equipos institucionales de apoyo, que aseguren la implementación de los procesos de enseñanza y aprendizaje en contextos no presenciales. Se concibe esto como una oportunidad para manejar concepciones sobre la noción de procesos de enseñanza-aprendizaje no presenciales y desde enfoques diversos (educación a distancia, virtual o en línea), para así abordar aspectos metodológicos o de diseño de los correspondientes entornos.

Brinda orientaciones para que la universidad autoevalúe aspectos referidos a las tecnologías de la información y la comunicación, así como los mecanismos de fortalecimiento de competencias digitales de los docentes y estudiantes. Con tal fin, se establece el análisis de tres dimensiones claves: tecnológica, organizativa y de competencia digital, que contribuirán a la correcta provisión del servicio educativo superior universitario.