ADAPTATION OF RIZOMA VIRTUAL LEARNING AND PRACTICE COMMUNITIES, AIMED AT THE TEACHER, AS SUPPORT TO THE REMOTE CLASS, DURING THE COVID19 CONTINGENCY

Abstract

RIZOMA, is a multicampus strategy, from the Cooperative University of Colombia (2016), focused on the teacher as an agent of change and whose objective has been to contribute to the appropriation and implementation of the critical educational model with a competency approach. The strategy is developed through the design and implementation of virtual academic communities of learning and practice, in the Yammer Office 365 platform. Within them, the Community Consult a Colleague, with an average participation of 1700 teachers (under the Competences model ). However, the health emergency caused by Covid-19, and after the rectoral resolution 2390 that establishes the income class, virtual, as an immediate response to confinement in response to the spread of viruses, determined an adjustment of this Community in such a way that based on the knowledge that the teachers had of it (they are navigating it for appropriation of the educational model since 2016), the virtual multicampus interaction that has been developed there between teachers (1700 under the educational model, which with the directive implied linking 1,300 missing), served as an articulating axis to design, discuss, appropriate and implement two academic guidelines given from the academic vice-rector as support to the development of the remote class: the Independent Student Work Guides and Evaluation Proposal, for the period between March and June 2020. Determination that due to its characteristics, modeling, learning becomes in case of interest for its disclosure