Happy to announce that we have our second paper about the PROF-XXI Framework published in an OPEN ACCESS Journal. This is one of the results of a collaborative effort conducted within the project PROF-XXI for defining the competencies that teaching and learning centers in Higher Education Institutions should develop for supporting and promoting teaching and learning practices. The paper has been evaluated with participants from 4 Latin American Institutions and has been shown a good approach for understanding the evolution of teaching and learning innovations within Higher Education Institutions. You can find a first version of the framework with some information about the project in the publication by Carlos et al., (2021).

This work sets the basis for Iouri’s Kotorov thesis, which aims at studying how to support Higher Education institutions in the development and monitoring of these PROF-XXI competencies. We are now working on a tool for monitoring these competences with the help of Faical Toubali Hadaoui and we hope to share with you some information very soon.

Abstract

During 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.

Pérez-Sanagustín, M.; Kotorov, I.; Teixeira, A.; Mansilla, F.; Broisin, J.; Alario-Hoyos, C.; Jerez, Ó.; Pinto, M.d.C.T.; García, B.; Kloos, C.D.; Morales, M.; Solarte, M.; Oliva-Córdova, L.M.; Lopez, A.H.G. A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age. Electronics 2022, 11, 413. https://doi.org/10.3390/electronics11030413

References

Delgado Kloos, C.D.; Alario-Hoyos, C.; Morales, M.; Rocael, H.R.; Jerez, O.; Perez-Sanagustin, M.; Kotorov, I.; Fernandez, S.A.R.; Oliva-Cordova, L.M.; Solarte, M.; et al. PROF-XXI: Teaching and Learning Centers to Support the 21st Century Professor. In Proceedings of the 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF-GEDC 2021, Madrid, Spain , 15–18 November 2021; IEEE: Piscataway, NJ, USA, 2021; pp. 448–455.