The document discusses transforming universities for the post-pandemic world from the perspective of an online higher education institution. It summarizes the institution's virtual pedagogical model that has been in operation since 2007. While the institution did not have to change its teaching and learning during the pandemic, supporting faculty, staff, and students working and learning remotely presented new challenges. The document calls for transforming institutions from crisis mitigation to embracing changes to prepare for an uncertain future with more flexible, personalized, and digitally-enabled education.

1. Transforming the University for the Post-Pandemic World: Looking ahead with the perspective of an online higher education institution
de António Moreira Teixeira está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
10th eMadrid Workshop on «E-learning in the new normal» // Panel session: "European universities in the new normal"
September, 23rd 2020 | 12h00
António Moreira Teixeira
UNIVERSIDADE ABERTA - DEED (PT)
UNIVERSIDADE DE LISBOA - CFUL (PT)
EDEN SENIOR FELLOW (UK)
TRANSFORMING THE UNIVERSITY FOR THE POST-PANDEMIC WORLD
Looking ahead with the perspective of an online higher education institution

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An Integrated Digital
Learning Ecosystem

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UAb’s VIRTUAL PEDAGOGICAL MODEL
(in operation since 2007)

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UAb didn’t face the need to change its teaching and learning.
The (virtual) classrooms remained open and activities running as usual.
However, its entire faculty, support staff and student body
were now teaching, working and learning from home.
Many in poor conditions. Most needing extra care and attention.
Good and fluid communication became paramount.

9. António Moreira Teixeira | Transforming the University for the Post-Pandemic World
LEVEL OF READINESS OF THE UNIVERSITY TO MEET THE PANDEMIC CRISIS CHALLENGES?
Institutional policies and support (vision, strategic planning, policies, infrastructure)
Pedagogy (reference model for teaching and learning, teaching and learning culture)
Curricular and course design (curricular design, course design)
Teaching and learning (instruction and collaboration)
Course structure (learning objects, content ecosystem)
Learner support (administrative support staff, technical support staff)
Teachers and learning support (teachers, tutors, facilitators, mentors)
Technology (Digital learning environment, learning analytics, AI)
Learning assessment (types, organization and tools)
Assessment security (anti-plagiarism)
Quality evaluation
Fully prepared - no major impact Required adjustments – important lessons learn Not ready – needs further work
Aspects concerned in each category (in bold the most critically affected)

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From Crisis MITIGATION
to Institutional TRANSFORMATION

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The Future of Higher Education
Learning anywhere and everywhere
Living, working and studying from Home or the Car

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Back to the BASICS
Rediscovering the pivotal role of TEACHERS

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JRC SCIENCE FOR POLICY REPORT
European Framework for the Digital Competence of Educators (DigCompEdu)

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• To redesign teacher training models as to increase focus on training for innovation and
disruptive change and to prepare teachers for practicing in unfamiliar settings;
• To introduce immersive online-based training practices which prepare teachers for digital
environments as well as for the use of automatic elements and AI;
• To train teachers to promote flexibility and personalization of learning, as well as to
increase participation of students/learners in co-designing and managing their own
learning;
• To raise awareness for task overload and digital fatigue;
• To train teachers to use digital resources in authentic contexts;
• To introduce innovative learning assessment models and new forms of certification;
• To prepare teachers to teach in semi-open or fully open learning environments;
• To prepare HEIs for a larger integration of non-formal learning (MOOCs, REA, etc.);
• To redirect professional development to a new emerging teacher profile.
New Challenges for Teacher Digital Professional Development