Abstract:

Due to Covid-19, worldwide measures have been taken to face economic and health problems (Malamud & Núñez, 2020), the importance of using mobile devices (Oliver et al., 2020), and the technologies associated with the Fourth Industrial Revolution are recognized (Schwab, 2016). In higher education, it is imperative to adjust learning environments to this new reality (Gleason, 2018). By 2019 EDUCAUSE proposed mobile analytics, mixed learning, educational reality, and Artificial Intelligence and by 2023 blockchain technologies and virtual assistants for learning (Alexander et al., 2019).

Faced with this panorama, it is proposed that at the University of Córdoba, the physical university be a campus for innovation, research, extension, and the well-being of the community, mainly focused on the generation of knowledge and production of academic content; and the virtual university is an intelligent, educational, highly integrated system that facilitates teaching, research, extension, and educational management, based on the technologies of the fourth industrial revolution, but is fundamentally built from the increased intelligence of the community.

To initiate this transition, it has been proposed to initiate a digital transformation to improve learning, within the framework of a cyclical process, with 4 phases per cycle: exploration, preparation, delivery, and sustainability (Lewin & Smith, 2019). In Colombia, Decree 1330 of the Ministry of National Education requires planning for learning outcomes based on the development of competencies; For this reason, in the first semester of 2020, a first cycle of this continuous improvement process began, as a pertinent and timely response to the needs posed by COVID-19, and which forced the use of virtual education as a strategy for the development of non-face-to-face teaching.

It began with training from the Department of Educational Informatics of the Faculty of Education and Human Sciences of the University, to all teachers, which was structured in two phases. The first, a short intensive course "ICT pedagogical strategies for virtual teaching" that would allow teachers to know the basic pedagogical aspects for an education mediated by technology, global and national trends in the design, development and use of virtual learning environments in addition to his role as a tutor through the use of various communication strategies, in addition to a planning that revolves around learning outcomes oriented in Ministerial Resolution 1330 and other guidelines established by the University. This course was developed by 939 teachers and guided by 14 teachers.

In the second phase, a diploma course has been developed, in which 332 teachers have already been certified and seeks to develop learning environments mediated by information and communication technologies from a pedagogical model based on learning outcomes, based on the standards and conceptual foundations at the national and international level, making pedagogical use of different tools offered by the learning platforms and authorship systems, which allow the consolidation of AVA's with a high level of quality and relevance.

Keywords:

Learning outcomes, technological mediations, planning courses by competencies, virtual education, non-face-to-face teaching, e-learning, Educational Strategies.