La Universidad Iberoamericana Ciudad de México-Tijuana (IBERO) | Customer Success | D2L
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La Universidad Iberoamericana Ciudad de México-Tijuana (IBERO)

La Ibero adapta nuevos modelos de aprendizaje con D2L


La IBERO forma a sus estudiantes con las habilidades necesarias para el mercado laboral mediante aprendizaje digital

Con el objetivo de renovar su entorno tecnológico y con una visión clara al futuro de la educación, la Universidad Iberoamericana Ciudad de México-Tijuana (IBERO), lanzó en enero de 2017, la plataforma Brightspace en su institución, tras más de ocho años de utilizar una plataforma que no les daba un reporte claro de su uso y tampoco les permitía contar con una plataforma que les permitiera implementar una estrategia de innovación educativa apoyada en la tecnología.

At a glance

Cliente: La Universidad Iberoamericana Ciudad de México-Tijuana (IBERO)
Learners: 15,000
Industria: Educación Superior
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Plataforma actual

  • Plataforma de D2L

Persona entrevistada

  • Dra. Ana María Berruecos Vila, directora de la Dirección de Enseñanza y Aprendizaje Mediados por Tecnologías (DEAMeT)

Result

  • Impulsar una Cultura DigitalEducativa dentro de la Universidad
  • Encontrar una aplicación móvil para que los estudiantes se mantuvieran al día con su carrera universitaria
  • Incluir herramientas de analítica para que los profesores pudiesen dar seguimiento al progreso de sus estudiantes
La Universidad Iberoamericana Ciudad de México-Tijuana (IBERO) Logo

"Buscábamos un LMS que nos diera flexibilidad para poder integrar a nuestro programa de formación docente el abanico de posibilidades pedagógicas de las aplicaciones digitales educativas."

Dra. Ana María Berruecos Vila, directora de la DEAMeT, IBERO

Desafíos

Impulsar una Cultura Digital Educativa

La Dirección de Enseñanza y Aprendizaje Mediados por Tecnologías (DEAMeT) buscaba impulsar una Cultura Digital Educativa dentro de la universidad. La IBERO contaba oficialmente con materias en línea desde 2010, sin embargo, requería de una estrategia más integral que permitiera que, tanto estudiantes como docentes, no sólo desarrollaran las competencias digitales necesarias para desempeñarse en la Sociedad del Siglo XXI, también que integraran los cambios necesarios en los procesos de enseñanza y de aprendizaje para lograr la innovación educativa digital dentro de la institución.

Estos cambios abarcaban desde el diseño mismo de las clases en línea con la implementación de metodologías activas de aprendizaje, así como el cambio en las creencias y cultura pedagógicas que permitieran la adopción de diferentes roles (de los docentes y de los estudiantes) más acordes con la realidad educativa del momento, sin olvidar el modelo educativo de la universidad basado en el Paradigma Pedagógico Ignaciano.

female student showing grade on phone

Solución

Adoptar una cultura digital

La transformación para implementar una cultura digital en la universidad se inició desde cero: con una estrategia específica centrada en los docentes. Si el equipo docente posee competencias digitales y está formado para desenvolverse en entornos virtuales e integrar las tecnologías digitales de manera crítica a sus clases, puede transmitir a sus estudiantes, de manera transversal, estos saberes. En una primera etapa, un equipo de la DEAMeT y un grupo de profesoras y profesores voluntarios, se formó en el uso de la plataforma Brightspace, apoyados por D2L. Posteriormente, ofreció talleres de formación para el uso básico de la plataforma Brightspace a docentes de la Ibero. Más adelante, la DEAMeT creó el Programa Permanente de Formación Tecno-Pedagógica, en el que, poco a poco, se han ido integrando cursos y talleres presenciales, semi-presenciales e híbridos sobre competencias digitales docentes y tendencias en innovación educativa como el Flipped Classroom, aula híbrida o gamificación. Pasaron de tener únicamente 4 cursos dirigidos a docentes a impartir más de sesenta en 2019.

“Buscábamos un LMS que nos diera flexibilidad para poder integrar a nuestro programa de formación docente el abanico de posibilidades pedagógicas de las aplicaciones digitales educativas, que no nos limitara a herramientas internas de la plataforma y que permitiera a los docentes adquirir esas habilidades de manera sencilla, amigable e intuitiva. Brightspace ha sido un aliado en este proceso”, señaló Ana María Berruecos Vila, Directora de la Dirección de Enseñanza y Aprendizaje Mediados por Tecnologías (DEAMeT).

Además, con las herramientas de analítica incluidas en Brightspace los profesores pueden dar seguimiento al progreso de sus estudiantes, monitorear su desempeño y detectar quiénes están en situación de riesgo académico para ayudarles con material adicional y reforzar conocimientos.

Por otra parte, una de las principales ventajas de la cartera de productos Brightspace es la aplicación Pulse para teléfonos inteligentes. Los estudiantes necesitaban una aplicación que les permitiera revisar sus trabajos y evaluaciones rápidamente sin sentirse atados a una computadora. Con Pulse, tanto el estudiantado como los docentes pueden tener acceso a la plataforma estén donde estén.

La aplicación Pulse se ha vuelto fundamental para los estudiantes. Esta aplicación móvil les ofrece todo lo que necesitan para mantenerse al día con su carrera universitaria. Con sólo un vistazo pueden visualizar fácilmente el volumen de trabajo, cumplir con las entregas, seguir los debates de sus clases y leer las notificaciones sobre sus cursos, así como enterarse cuando tienen nuevas calificaciones disponibles. Además, los estudiantes pueden ver y completar actividades de sus cursos directamente desde sus dispositivos móviles.

"Con Brightspace, la IBERO ha podido impulsar su proceso de innovación educativa, a través del cual buscamos dar a conocer nuevas formas de enseñar y aprender que estén adaptadas a las exigencias de los estudiantes actuales”."

Dra. Ana María Berruecos Vila, directora de la DEAMeT, IBERO

Resultado

Establecer un nuevo estándar para la innovación

De la mano de Brightspace, la oferta de procesos educativos mediados por tecnologías dentro de la institución ha crecido. No sólo se ha incrementado el diseño de materias en línea e híbridas en licenciaturas y posgrados (las cuales son actualmente compartidas con la red de universidades pertenecientes a la Asociación de Universidades del Sistema Jesuita de América Latina -AUSJAL- favoreciendo la internacionalización, la interculturalidad, la inclusión y la movilidad académica y estudiantil), también son otras las áreas de la Ibero las que se han ido interesando en integrarlas: la Dirección de Educación Continua (con la que la DEAMeT ha creado una alianza estratégica) ofrece actualmente, en oferta abierta, cursos y diplomados en línea e híbridos dirigidos al aprendizaje a lo largo de la vida y en oferta cerrada, cursos que permiten la capacitación en los sectores públicos y privados. La Dirección de Posgrado ha diseñado cursos en línea extracurriculares para complementar la formación de sus estudiantes adultos, otras áreas académicas que han optado por estas modalidades para diseñar cursos de refuerzo, de idiomas, de inducción, de capacitación y de desarrollo de habilidades digitales para estudiantes.

“Nos hemos convertido en un área estratégica dentro de la Universidad, apoyando al área académica en general y a los docentes en particular a través de asesorías personalizadas para el diseño de sus aulas, de materiales y recursos para el aprendizaje, de videos educativos con las nuevas instalaciones de audio y video de la DEAMeT, y sobre todo, como referentes de innovación educativa digital.

“Sobre todo, hemos establecido un nuevo estándar para la innovación en educación digital”. – Dra. Ana María Berruecos Vila, directora de la DEAMeT, IBERO

Tenemos aún muchos desafíos por delante, como poder emprender investigaciones para conocer cómo se están utilizando las aulas virtuales como apoyo a lo presencial, requerimos conocer con detenimiento el nivel de adquisición de competencias digitales del estudiantado y de las y los docentes para poder diseñar cursos más específicos y el reto que tenemos como dirección, es el poder contar con un mayor número de personal especializado para lograr cubrir la demanda que tenemos actualmente y que seguramente irá en ascenso este año”, finalizó Ana María Berruecos Vila.

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Fueling up:

Upskilling to grow careers

Name: Zaria
Age: 27

Policy prescriptions: Invest in a Learning-Integrated Life; Transform the learning of today with new partnerships; Accelerate the shift to skills-based learning and hiring

Zaria has five years of work experience and is ready to change jobs and enter a field that has high growth potential in her region. The national government has been investing in collecting better skills-based labour market information for years and has developed a public platform to offer individuals specialized tools to assess their skills against current market needs, and to locate employers that are currently hiring.

On the employer side, the human resources team is closely examining a recent internal skills audit done at their organization and determines that the organization needs additional digital marketing specialists. They initiate a search for individuals with the skills they will soon need and spot a strong candidate in Zaria who requires only light training on regulatory issues regarding the sale of electric vehicles, along with some formal skills development courses on social media marketing strategy. After a successful interview, Zaria is offered the job.

Upon joining, Zaria will receive an educational benefits stipend from the company, and access to a company-provided platform of curated programs for skills building from approved providers. Upon completion of a set of courses, Zaria will receive a credential from a company approved program verifying her technical knowledge and marking the end of her probationary period at the company. To ensure she continues to build her skills, she will move into a formal mentor program with one of her colleagues to receive continual peer-to-peer feedback on her demonstration of skills and knowledge. information

This affordable and accessible learning through employer-funded training has enabled Zaria to begin working while also upskilling to ensure her long-term success in the company and growing industry. The employer is investing in its employees, and company leaders are thinking further into the future about the skills the company needs, and the types of job candidates who will succeed. This match, based on skills potential, was made possible because of government investment in high-quality labour market information and a national platform that matches job candidates with career opportunities based on the candidates’ skills and the identified skill needs of a given job.

Taking the road less travelled:

A networked postsecondary education

Name: Sam
Age: 18

Policy prescriptions: Transform the learning of today with new partnerships

Sam is a prospective postsecondary student who has always been interested in pursuing a global and interdisciplinary education. Sam’s siblings have all instilled in her the importance of studying abroad, having spoken fondly of their academic exchange semesters, field research trips, and intensive language immersion programs. She is inspired, but unsure whether this pathway will be available if she chooses not to complete a four-year degree at one institution.

Sam is interested in understanding how emerging technologies can be used to modernize and improve government services—an area in need of talent not only in her home country of Canada but also abroad. She could take on a general political science, public administration, engineering, or computer science degree at the university close to her home, but none of those degrees feels like the right fit to build the skills she needs to pursue this career interest.

While researching options, Sam learns of a new degree completion pathway that allows students to take courses from a network of universities, colleges, and polytechnic institutions throughout Canada and stack them for skills-based  credentials that are recognized by major Canadian employers. A set of four of these credentials grants an individual a degree-equivalent endorsed by each institution. Sam identifies the skills and knowledge she wants to work towards and charts out four credential pathways:

  1. Service delivery design
  2. Change management
  3. Applications of emerging technologies (e.g., artificial intelligence)
  4. Machinery of government

With this customized learning pathway, Sam has full flexibility to decide how she wants to structure her courses, the institutions within the network she will study at, and the format and model of courses she prefers—whether live in-class instruction or online courses.

Cost flexibility is built in as well—students pay a standard fee based on the number of competencies they intend to learn rather than the normal standard of ‘credit hours’. The province in which Sam lives has endorsed this networked model of  postsecondary education and adjusted its financial assistance program to better support students. Grants and other non-repayable assistance take into consideration the number of courses the student is taking across all institutions when assessing financial need. Previously, Sam would have been required to be a full-time student at every institution to receive support.

Sam also has the option of starting with foundational courses or applying for Prior Learning Assessment and Recognition (PLAR) information so her existing knowledge and skills can be tested and she can move on to more advanced topics.

Sam completes her first three credentials in three years and uses her certifications to apply for a one-year work-integrated learning experience with the federal government in Germany where she can learn first-hand about the applications of artificial intelligence in government. When she returns home, she applies for PLAR to certify her learning on the machinery of government and is granted a degree acknowledging her four-part customized education.

The collaboration between universities, polytechnics, and colleges to create a networked approach to degree completion, and its endorsement by the provincial government, allowed Sam to graduate as an alumnus of multiple postsecondary education institutions. Her exposure to different thought spaces and networks was highly valuable for ensuring she was engaged throughout her education and set up for post-graduation success. In the rapidly evolving field she has chosen, she understands how important it is to continuously upskill, and is prepared to return to formal education for more stackable credentials as she continues throughout her career.

Route guidance:

Personalized professional development

Name: ZheYuan
Age: 33

Policy prescriptions: Prepare teachers for their own lifelong learning journeys; Accelerate the shift to skills-based learning and hiring

ZheYuan is about to join Marama’s school as a new secondary school teacher. He completed his professional teacher education a decade ago, and teaching looks a bit different today than it did when he was studying. With the incorporation of learning technologies in the classroom, and expectations of teachers delivering competency-based education information, he needs personalized professional development to feel comfortable and supported in this new opportunity.

The school district has been on its own learning journey since shifting to a competency-based education model, and has had some growing pains. Over time, the district has come to recognize that success depends on school administrators working closely with teachers to co-create systems of instruction, and pathways to professional development. The district has its own online learning management system (LMS) for teacher professional development, with a catalogue of content covering a range of subjects including:

  • Strategies for student-centred instruction
  • Design thinking—how to prototype and iterate on solutions to test new approaches
  • Online content—using learning management systems to advance competency-based education
  • Data analysis—interpreting student progress

ZheYuan is excited that he can take on professional learning to suit his needs on his own schedule. He recalls an earlier time when he had to spend nine hours a month in-person taking the same professional development courses as his peers who were teaching very different subjects and had varied skill levels and pedagogical needs than him, which was less than effective.

ZheYuan can also take advantage of his teacher community in the LMS, connecting both in asynchronous chats and in live discussions with other teachers and experts from across his region to ask questions and share his experiences. He sees some upcoming dialogues hosted by his school district to share learnings and signs up for those sessions, knowing he will get a valuable peer perspective from other teachers. ZheYuan is thankful that his school leaders recognize and value professional learning and provide the supports and the time needed for improvement.

D2L Whitepaper Contributors

Lead Authors:
Malika Asthana, Manager, Strategy and Public Affairs
Joe Pickerill, Senior Director, Strategy and Public Affairs, International

Contributors:
Jeremy Auger, Chief Strategy Officer
Mark Schneiderman, Senior Director, Future of Teaching and Learning
Brendan Desetti, Senior Director, Strategy and Public Affairs, United States
Mike Semansky, Senior Director, Strategy and Public Affairs, Canada
Nia Brown, Senior Manager, Strategy and Public Affairs

In the driver’s seat:

Owning the personalized learning journey

Name: Marama
Age: 14

Policy prescriptions: Prepare teachers for their own lifelong learning journeys; Accelerate the shift to skills-based learning and hiring

Marama is enrolled in a school with a competency-based education model information. Students are responsible for owning the personalization of their learning pathways, making choices alongside their teachers in how and when they learn.iii Teachers play a central role in guiding and validating all learning, regardless of where it takes place—offering formative assessments to evaluate a student’s mastery of skills and knowledge. Teachers use data from these assessments, gathered through an online learning management system (LMS), to differentiate instruction and provide targeted supports so that all students progress toward graduation. As a student diagnosed with a learning disability, Marama is supported in her education by this personalized learning pathway.

All students complete an assessment in ninth grade to identify their natural strengths as a learner. Their teachers use the results as inputs to design tailormade educational pathways with learning materials and activities that suit the individual students’ learning needs. In Marama’s case, this includes:

  1. Supplementing lecture-based teaching with structured but independent reading
  2. Shadowing professionals who work on the concepts she is learning about
  3. Taking the stories and lessons she’s learned and sharing it back with classmates by designing a creative and interactive presentation

Over the course of the school year, Marama spends a third of her time in live lectures (sometimes online) with her teacher alongside other classmates—but the rest of her time is spent learning in the ways that suit her best. She can log into her online LMS from her mobile device to access her school resources and complete on her own schedule before the assigned deadline. When Marama finds a concept that interests her, she can ask her teachers and counsellor for support in finding a working professional to speak to, or work alongside for a couple weeks, from the network her school has curated over time. And when she has learned something, she is encouraged to reinforce her learning by applying her skills and developing content to share back with her classmates.

Marama’s personalized learning journey empowers her to own her education by learning in ways that are effective for her, with the support that allows her to be successful. Her teachers have high-quality data about student strengths and performance they can share with her parents to show them how she is mastering specific skills, and where she may need extra support. Her school experience empowers her to embrace her subject interests very early on, and she advances to deeper topics quickly as she submits evidence of learning that demonstrates her proficiency. She graduates having cultivated a mindset for self-directed learning early in her education.