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 results raises some reflections: the importance of the socio-cultural context and its influence on the concept and development of the instructional act; the concept of distance learning in territories where connectivity is the main difficulty, and the university institution, in terms of a non-presential educational model with open and versatile methodologies, which anticipates a long process, involves a scheduled follow-up, requires fluid communication and demands continuous feedback.

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 via synchronous and asynchronous sessions. In total, 5034 were involved—347 were teachers and managers, 4932 were students, and 25 were technical staff. The pedagogical and socio-emotional limitations of the university community, as well as the scarcity of technological resources and poor connectivity, meant that the plan was only partially implemented. Moreover, the short and intense period of development to which the universities were subjected was also a factor.

Direct and indirect assessments are the two intertwining aspects that can serve as our accountability toward our students in the betterment of their learning experiences. Direct assessments of learning allow teaching faculty to collect information regarding student academic progress using exams, quizzes, oral presentations, or projects, among other methods. In contrast, on an institutional level, indirect assessments of teaching performance provide analytically reported perceptions from various stakeholders on teaching and learning, such as peer review of teaching, student surveys, and external reviewers’ surveys. Indirect assessments may advise us on instructional improvement. As addressed in the assessment literature, good assessment practices should be valid, reliable, and able to triangulate one another. Since every assessment method may have biases and constraints, the use of the two types of assessments can provide us with the integrated affirmation of student learning. When direct assessments of learning fail, indirect assessments of teaching process may provide insights into to how to overcome the persisting problems. Current literature, by and large, focuses on direct and indirect classroom assessments of student learning. Indirect assessments of teaching process are also abundant in literature. However, the use of multiple indirect assessments of teaching process, specifically in aligning the different measures from the viewpoints of students, peer faculty, and external reviewers, has not been addressed in the literature. This article intends to address this issue. Being informed by the trigonal viewpoints will contribute to well-rounded assessments of teaching and learning.

The UTEC-UNED-TECSUP University Consortium took part in the eighth edition of the Support programme for the design and implementation of strategies for continuity of the Higher Education service in public universities of the Peruvian Ministry of Education (PMESUT), devised to promote the continuity of non-classroom-based educational service in public universities. This article presents the assessment carried out in four universities, with the aim of ensuring the ongoing digitization of education in the aftermath of the pandemic. Once the diagnosis had been made, the techno-pedagogical virtualization of 138 model courses was carried out in three phases: planning; curriculum design and teaching support; and implementation of the courses in the virtual classroom. Limitations were related to existing digital divides: time constraints, personal self-regulation and limited training in pedagogical and digital competences of teachers. Individualised support and tutoring measures were sought, increasing the number of synchronous sessions to facilitate assessment. The feedback focused on information, interaction and accountability on what has been done and the improvement of the didactic act in virtual mode. In conclusion, the complexity of the process was notable, as well as the high level of demand to achieve results which, although positive, encountered several obstacles arising from the different agents and elements involved.

Este libro contiene orientaciones metodológicas para el asesoramiento y acompañamiento del proceso de virtualización en asignaturas de modalidad no presencial en contextos universitarios. Surge como producto tras formar parte del Consorcio conformado por la Universidad de Ingeniería y Tecnología (UTEC) de Perú, la Universidad Nacional de Educación a Distancia (UNED) de España y el Instituto de Estudios Superiores de Formación Tecnológica (TECSUP) de Perú, dentro del programa diseñado para desarrollar las capacidades institucionales de las universidades públicas peruanas financiado por el PMESUT y el MINEDU.

The objective of the study is to describe our matrix-based guidelines in revising our competence-based curriculum. A curriculum restructure relies on pragmatic and iterative refinement of the situations integrating various stakeholders’ perspectives as well as field-based research by considering currently critical and emerging trends, such as the inclusion of the 21st century skills. The revision project took a 150-day duration and implemented the subsequent stages: 0). Build a common language 1). Identify aspects that are working well at the moment and those that may need revision in the current curriculum, 2). Align the performance indicators using the evaluation matrix, 3). Select types of learning activities that correlate with Bloom's taxonomy verbs, 4). Incorporate student learning autonomy into the curriculum. The matrix was used to facilitate equal, organized, and clearer distribution, thus, bringing the coherence of indicators for the 5-year progressive learning courses. The contribution of the study is to achieve comprehensive, systematic, and continuous improvement of the competence-based educational model for Latin American universities within engineering study programs.