Browsing by Author "Broisin, Julien"

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    A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age
    (2022) Perez-Sanagustin, Mar; Kotorov, Iouri; Teixeira, Antonio; Mansilla, Fernanda; Broisin, Julien; Alario-Hoyos, Carlos; Jerez, Oscar; Teixeira Pinto, Maria do Carmo; Garcia, Boni; Delgado Kloos, Carlos; Morales, Miguel; Solarte, Mario; Oliva-Cordova, Luis Magdiel; Gonzalez Lopez, Astrid Helena
    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.
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    Supporting Decision-Making for Promoting Teaching and Learning Innovation: A Multiple Case Study
    (2024) Kotorov, Iouri; Krasylnykova, Yuliya; Perez-Sanagustin, Mar; Mansilla, Fernanda; Broisin, Julien
    The quality of the data and the amount of correct information available is key to informed decision -making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision -making to promote innovation in teaching and learning. In this study, we evaluate an analytic tool called PROF-XXI that supports strategic decision -making of teaching and learning centres (TLCs) by identifying their competencies in teaching and learning innovation. Through a multiple case study conducted with three Latin American universities and supported by quantitative and qualitative data, we observed how this tool is used and how it facilitates strategic decision -making. Our findings indicate that the tool is accessible, user-friendly, and effective in 1) initiating identification and systematic reflection of institutional competency levels in teaching and learning innovation, 2) enhancing understanding of strengths and weaknesses as well as identifying opportunities for innovation, 3) supporting TLCs with short- and long-term decision -making, and 4) continuously evaluating their strategies, programs, and initiatives. This research can benefit policymakers in higher education who are involved in measuring institutional competencies to improve teaching quality or in making strategic decisions related to teaching and learning innovation.