English Full Article Citation
Enrique Bigné , Universitat de València, Spain
Alberto Badenes-Rocha, Universitat de València, Spain
Carla Ruiz , Universitat de València, Spain
Luisa Andreu , Universitat de València, Spain
In this study, we outline the different steps and strategies followed to develop an online formation program aimed to higher education teachers. The aim of this program is to provide with teaching competencies to face the challenges of the next decade’s classroom, with a special focus on the role of digital technology in learning environments, through a combination of a self-managed course with a guided on-site training with real cases. A multicultural, multidisciplinary team conceives this blended learning format, which applies a storytelling approach for content generation and communication. A detailed description of the different factors and stages followed to undertake the project is presented, together with a series of recommendations to face similar activities in the applied teaching and educational innovation field. Specifically, the importance of an appropriate project design, management and timing is stressed. In this way, we contribute with the diffusion of an innovative, hybrid program to develop digital competences in higher education practitioners and a selection of criteria to undertake other supranational projects that count on a wide reach and follow a didactical approach.
higher education, teacher education, blended learning, digital competences
7 June 2019
20 July 2019
This is an open access article under the CC BY-NC license.
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