We provide support to educational institutions in other countries, guiding them through the complex process of developing their teaching, technological and organizational model to incorporate online methodologies in their courses and programmes.
Advice on digital transformation in education
Taking the institution's strategic philosophy as the starting point, our work involves defining their online educational model, the organizational model that supports it, and the service model the institution needs to develop on the basis of this new pedagogical vision, intensifying their use of technology.
We organize synchronous weekly work meetings to address different aspects that the institution needs to consider in relation to operating online. We share a space on the UOC Virtual Campus containing resources and content associated with each of the planned milestones, enabling tracking and asynchronous work during the rest of the week.
Educational model
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Milestone 1
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Strategy and singularity
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Strategic reflection on the mission, vision and development of the university based on the singularity on which this format is to be pivoted. |
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Milestone 2
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Student profile
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Characteristics of the incoming students (archetype) and of the singularities of the profile of students who have completed the online format to determine the impact on instructional design. |
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Milestone 3
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Strategic guides
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Determine the strategic guides and inspirational elements that will guide decision-making and online promotion. |
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Milestone 4
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Definition of the educational model
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Definition of the main characteristics of the agents and elements of the educational model applied to the online format. |
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Milestone 5
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Methodology for the implementation of the model
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Definition of a work methodology to identify and define key projects for the rollout of the main aspects of the format. |
Organizational model
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Milestone 6
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Student services
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Strategic reflection on creating, changing and adapting student services in the online format. |
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Milestone 7
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Teachers and teaching support
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Identification of the teaching and non-teaching agents in the teaching and learning process, and of the changes and adaptations required for the online format. |
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Milestone 8
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Learning resource mode
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Description of the learning resource model and its associated services. |
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Milestone 9
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Educational technology
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Strategic reflection on the main educational technology decisions to be made in relation to the implementation of the online format. |
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Milestone 10
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Quality applied in the online methodology
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Reflection on the internal changes necessary for quality-related processes. |
Service model
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Milestone 11
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Market knowledge. Digital marketing
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Reflection on changes in the education and training market, competition, digital marketing, etc. |
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Milestone 12
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Commercial and attraction
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Reflection on the commercial and attraction processes in education and the impact of the necessary aftersales and loyalty services. |
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Milestone 13
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Loyalty programme
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Reflection on the commercial and attraction processes in education and the impact of the necessary aftersales and loyalty services. |
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Milestone 14
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Closing session. Determination of the future plan
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Final reflection on the projects to be developed in the short, medium and long term for the defined format. |
The implementation of digital methods entails various requirements; as well as revisions of the educational, organizational and service models, it calls for internal change management.
The process of institutional change inevitably impacts the institution's staff at all levels. Measures can be taken prior to, during and after the online advisory process to raise awareness and transform professional profiles.
Digital transformation consultancy testimonials
Director of the Centre for Teaching Excellence, UNINORTE
"The main reason we chose the UOC is that we think it's a university with a vision similar to our own in that we share the opinion that the centre of the educational model should be the students' learning experience."
March 2020.
Academic Vice President, AIEP
"The UOC's capacity to explore the world of education, conduct research, experiment, and carry out pilot studies and projects has helped them to learn and strengthen what they're doing."
April, 2021
Retention and Academic Success Analyst (CREE), UNINORTE
"The support you gave us allowed me to see the in-person, virtual and hybrid formats not as separate alternatives, but as pieces of a puzzle that assist, complement and enrich each other."
January, 2022.
National Director of Academic Development, AIEP
"The UOC's support made a significant contribution to the reorganizational milestone and whether or not we take advantage of it now depends on us. I'd advise my peers to place their trust in the consultancy and let themselves be guided."
September, 2021.
National Director of Teaching, AIEP
"The UOC showed us the right path to follow and how to focus on it. It provided support to improve all of our processes."
November, 2021.
Specialization Programme Coordinator in Administration, UNINORTE
"It was point-to-point support with something that was very clear. With deliverables, with many tasks as an institution and in which all the sessions were outstanding. It was a unique, innovative and practical experience."
January, 2022.
Deputy Director of Educational Technology, AIEP
"Thanks to this consultancy we've managed to complete initiatives that we were building, and we've also opened the door to an external vision that not all of us had."
November, 2021.
Specialization Programme Coordinator in Civil and Environmental Engineering and Architecture, UNINORTE
"It was learning in all senses of the word: understanding you and what you've done, the platform, the materials, the perspective of other colleagues, the dynamics... I learnt a lot and it was a great experience."
January, 2022.
