Publication: Estrategia institucional para el desarrollo de la competencia digital docente en educación superior : el caso CUTE en UNCuyo
Authors
Jiménez Hidalgo, Alberto Aníbal
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Escuela Internacional de Doctorado
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Castañeda Quintero, Linda Johanna
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
Objetivos de la tesis:
Esta tesis analiza el diseño y la implementación del Proyecto CUTE en UNCuyo, un proceso de desarrollo institucional orientado a fortalecer la competencia digital docente como herramienta hacia la mejora de la calidad educativa a través de la transformación digital de la Universidad Nacional de Cuyo (Mendoza, Argentina), la UNCuyo.
El proceso de desarrollo que se ha implementado se fundamenta en la metodología y los materiales del proyecto CUTE (Competencias para usar la Tecnología Educativa en las Universidades), proyecto Erasmus+ que se desarrolló entre 2019 y 2022 y que elaboró estrategias y metodologías de trabajo para que las universidades fomenten el desarrollo de DigCompEdu entre su profesorado aplicado al contexto europeo.
Metodología:
Siguiendo un enfoque de investigación cualitativo, un diseño de estudio de caso y con elementos de investigación-acción, se han observado y analizado las dinámicas, obstáculos, aprendizajes e ideas emergentes del proceso de desarrollo institucional en la UNCuyo. Una estrategia de implementación basada en acciones institucionales interdependientes ha permitido la adaptación del proceso a las necesidades detectadas en cada fase del mismo. La triangulación se ha apoyado en el uso de estrategias de recogida y análisis de información diversas y complementarias, y la metodología incluye el análisis de documentos institucionales, el rastreo de las webs de la universidad, las entrevistas en profundidad con informantes de interés a distintos niveles, los seminarios con representantes de las distintas facultades, y la creación de grupos de trabajo entre el profesorado, lo que facilita una comprensión global del proceso y una intervención flexible y contextualizada en la universidad.
Conclusiones:
Los principales hallazgos muestran que se cumplieron los objetivos planteados, entre los que destacan el diagnóstico, planificación, puesta en funcionamiento y validación de estrategias y acciones para la mejora de la competencia digital docente del profesorado en la UNCuyo. Además, se logró generar una cultura del cambio institucional, se pudo crear equipos semi-independientes de docentes y además se realizó un proceso amplio de sensibilización del conjunto de la comunidad educativa. Las conclusiones emergentes subrayan la importancia de institucionalizar los proyectos de este tipo, definir y reforzar los liderazgos, tener en cuenta el aspecto socioemocional y el pedagógico de las acciones a implementar, planificar de forma estratégica y crear entornos de trabajo y reflexión donde las personas se sientan con confianza. A pesar de esto, se encontraron dificultades como el bajo nivel de articulación institucional y de sostenibilidad del proyecto para el medio y largo plazo.
De manera global, el proyecto validó la metodología y herramientas del modelo propuesto por CUTE y reforzó su utilidad como palanca para el cambio, en tanto en cuanto este venga acompañado de respaldo institucional, la visión compartida y el compromiso sostenido y visible de las personas que lideran la universidad.
Objectives: This thesis analyzes the design and implementation of the CUTE at UNCuyo Project, which is an institutional development process with the objective of strengthening teaching digital competence as a tool for the improvement of educational quality through the digital transformation of the National University of Cuyo (Mendoza, Argentina), UNCuyo. The development process implemented was based on the methodology and tools of the CUTE Project (Competences for Using Technology in Education in Universities), an Erasmus+ initiative which took place between 2019 and 2022, and which produced strategies and methods for working towards the promotion of the DigCompEdu framework among its teaching staff in the European context. Methodology: Following a qualitative approach, a case study design, and with elements of action research, this thesis looks into and analyzes the dynamics, barriers, lessons learned, and insights from this institutional development process at UNCuyo. An implementation strategy based on a set of interdependent, institutional actions has allowed the process to be adapted to the needs detected in each of its stages. Triangulation is supported by the use of a number of diverse and complementary strategies for data collection and interpretation, and the methodology used includes the analysis of institutional documents, the review of university websites, in-depth interviews with key informants at different levels, seminars with representatives from the faculties, and the creation of working groups made up of members of the teaching staff. This approach supported a comprehensive understanding of the process itself and a flexible and contextualized intervention within the university. Results and conclusions: The main insights gained confirmed the achievement of the objectives proposed, especially in the diagnosis, design, implementation, and validation of the strategies and activities to foster teaching digital competence among UNCuyo’s faculty. Also, the project facilitated a culture of institutional change, as well as the creation of semi-independent teacher working groups, and supported the increase of awareness in the whole educational community. Emerging findings suggest the importance of institutionalizing projects of this kind, defining and strengthening leadership at all levels, considering the socio-emotional and pedagogical elements of change, engaging in strategic planning, and creating trustful working and reflecting environments for the individuals. However, some challenges identified were the limited institutional articulation and a weak sustainability of the project for the mid- and long-term. All in all, the project validated both the methodology and tools of the CUTE model, confirming their usefulness as levers for change, but only if these are backed by the institution and come with a shared vision and a sustained and visible commitment from the leadership of the university.
Objectives: This thesis analyzes the design and implementation of the CUTE at UNCuyo Project, which is an institutional development process with the objective of strengthening teaching digital competence as a tool for the improvement of educational quality through the digital transformation of the National University of Cuyo (Mendoza, Argentina), UNCuyo. The development process implemented was based on the methodology and tools of the CUTE Project (Competences for Using Technology in Education in Universities), an Erasmus+ initiative which took place between 2019 and 2022, and which produced strategies and methods for working towards the promotion of the DigCompEdu framework among its teaching staff in the European context. Methodology: Following a qualitative approach, a case study design, and with elements of action research, this thesis looks into and analyzes the dynamics, barriers, lessons learned, and insights from this institutional development process at UNCuyo. An implementation strategy based on a set of interdependent, institutional actions has allowed the process to be adapted to the needs detected in each of its stages. Triangulation is supported by the use of a number of diverse and complementary strategies for data collection and interpretation, and the methodology used includes the analysis of institutional documents, the review of university websites, in-depth interviews with key informants at different levels, seminars with representatives from the faculties, and the creation of working groups made up of members of the teaching staff. This approach supported a comprehensive understanding of the process itself and a flexible and contextualized intervention within the university. Results and conclusions: The main insights gained confirmed the achievement of the objectives proposed, especially in the diagnosis, design, implementation, and validation of the strategies and activities to foster teaching digital competence among UNCuyo’s faculty. Also, the project facilitated a culture of institutional change, as well as the creation of semi-independent teacher working groups, and supported the increase of awareness in the whole educational community. Emerging findings suggest the importance of institutionalizing projects of this kind, defining and strengthening leadership at all levels, considering the socio-emotional and pedagogical elements of change, engaging in strategic planning, and creating trustful working and reflecting environments for the individuals. However, some challenges identified were the limited institutional articulation and a weak sustainability of the project for the mid- and long-term. All in all, the project validated both the methodology and tools of the CUTE model, confirming their usefulness as levers for change, but only if these are backed by the institution and come with a shared vision and a sustained and visible commitment from the leadership of the university.
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