Please find below information about the plenary and parallel sessions. Note that you need to register for the parallel sessions in advance.

Make sure to register well in advance HERE (until october 5)

We will strictly control attendance in each parallel session. Registered participants will have priority over any participant who failed to register or wishes to change session during the Summit.

Parallel Sessions - Workshops

Time Venue Event Description

Workshop A

Managament colors: gamification and soft skills

Valentín Martínez
Universidad Central de Catalunya – Universidad de Vic

Management colors is a tool to respond to two major shared objectives (focus on students, focus on professionals) to bring together key competences and skills (often referred to as soft skills, not so soft but “essential”). The value proposition has been to incorporate two of the key strategies in continuing education today: the power of gamification with respect to the engagement of participants, and the persuasive value of storytelling and narrative associated with formative reflection.Management Colors is a tool to support and reflect on managerial action, which enhances the integral and integrated processes of competency development, and which orients professionals with managerial responsibilities towards excellence.Management Colors establishes the basic elements and areas that must be known, integrated and developed by professionals with high levels of responsibility in organizations in general. From the selection of each one of them, it is possible to mature and evolve adequately towards the optimization of results.

Workshop B

Storytelling as a strategy for the development of educational multimedia content

Alan García
Universidad Autónoma de Nuevo León

Storytelling has been used as a strategy of persuasion in different disciplines such as advertising and marketing in order to develop proposals that effectively affect consumers. But this strategy is not a recent phenomenon. Even long before formal language existed, storytelling can be clearly identified as a natural and immanent act of communication. Thus, by identifying the basic elements of storytelling and its relevance in various audiovisual products, this workshop provides a guide for the construction of multimedia educational content based on the strategies implemented in the stories, and which also promotes active learning.

Workshop C

Citizenship and the Digital Transition

Larry Cooperman
University of California, Irvine
United States

(Workshop in English)

Digital communications, media and cloud software services are having a broad and a sometimes-disruptive impact on society. This workshop will provide participants with an opportunity to discuss these impacts. More importantly, the workshop will be focused on designing programs for continuing education in “digital citizenship.” Together, we will examine the role of education in ensuring a well-informed public capable of using digital tools appropriately.Topics to discuss include:

  1. Openness and transparency in society
  2. The concept of digital footprint and privacy in a digital age
  3. Digital and social media literacy
  4. Policies to promote digital citizenship

The role of continuing education in developing today’s citizens.

Parallel Sessions - Workshops

Time Venue Event Description
Workshop D

Moving Online: What Is Your Strategy? (Do You Have One?)
Sangeetha Gopalakrishnan
Wayne State University
United States

(Workshop in English)

The goal of this workshop is to enable attendees to compile their individualized set of practices and strategies that they can apply to their own institutional/departmental context for establishing online learning. Participants will work in groups to plan the implementation of an online initiative at their institution/department. They will explore the opportunities and challenges for moving online at their institution using the Leadership and Change model for Online Learning Implementation as a framework. They will discuss which strategies and practices are workable in their environment.
Workshop E

The Spirit of Disney in the Design of Memorable Transmedia Training Experiences
Oscar Dalmau
Universidad Central de Catalunya – Universidad de Vic

These days it is clear to us that learning does not only take place in a classroom (in person or online) and that it does not only happen on an individual basis. Training is flexible and increasingly personalized. It is formal but also informal, in a continuous process marked by interactivity, connectivity, mobility and ubiquity. Thus, from the training areas we seek to develop strategies that enhance the engagement and development of professionals with intertwined strategies that combine self-learning, mobile learning, game-based learning, social learning, microlearning …, always looking for experiential learning and transformers. Therefore, and driven by the need to promote new ways of learning and teaching, we must implement new strategies, scenarios or learning environments: immersive training, models focused on the participant, use of technology to support the development of content, etc… In general, similar to what the leisure and entertainment industry does because, in short, both have in common the challenge of transmitting content to the user or participant through narrative and memorable experiences. The roadmap that promotes the design of this type of experiences must incorporate the pedagogical principles of reference instructional design (such as ADDIE or ASSURE) but also some of the resources that other sectors such as entertainment incorporate to attract and enhance the user experience in it. Walt Disney Imagineering is one of the most secret environments of the Disney company, an entity of worldwide reference in the field of entertainment.
Workshop F

Educational Videos in Basic and Continuing Training Courses – the Role of the Script

Fernanda Fenili  y Alcir Vilela Junior -Serviço Nacional de Aprendizagem Comercial

Educational video is an audiovisual resource produced to achieve learning objectives, requiring specific skills and abilities on the part of those who produce it.When we talk about its production, many think only of technical recording equipment such as camera, lighting and studio. But before reaching this stage, there is an important process that will guide the entire production of a good educational video: the development of the script. In this Workshop, you will have the opportunity to know basic principles of multimedia learning and essential elements in the development of scripts for educational videos.
Workshop G

Implementing online courses in continuing education with Addie
Valeria Moschetta
Universidad Blas Pascal
Cristhian Castillo
Escuela Politécnica Nacional


This workshop is oriented towards a practical experiential approach and aims to address an essential element in the creation of training proposals for continuing education: the instructional model ADDIE. Its importance lies in the fact that, to be effective and of quality, any educational proposal needs to be planned from a specific instructional design. We will present the theoretical aspects, suggest activities for each stage of the model, and give examples of their application. At the same time, strategies and tools will be provided for its implementation in the contexts of the interest of the participants.

Parallel Sessions - Presentation of Experiences

Time Location Event Description
14:30 Experiences 1

BRAZIL: Continuous and in-service training through Distance Education. Managing cultural change in independent public organizations (Carlos Alberto Vanzolini Foundation)

The Vanzolini Foundation offers continuing education in cooperation with important private and public sectors of society. In 2012 it began its work supporting a process of deep cultural transformation and qualitative development of processes in the State Department of Transportation, São Paulo (Detran SP), through the implementation of distance learning programs and courses. With a diversified repertoire of objectives, contents and strategies for continuous training, this work brings together a considerable volume of actions, experiences and results with wide impact on the provision of services. The presentation includes an account of the initial context, the main actions, evaluations of important aspects and results.

COLOMBIA: Challenges of virtual continuing education as an instrument for peacebuilding in the territory of Colombia (National University of Colombia)

We present the lessons learned in the development of a massive course aimed at high school students in rural areas of Colombia, aimed at strengthening their knowledge in the area of mathematics, with a view to promoting their admission to higher education institutions.

Quantitative indicators of the course might describe it as unsuccessful, but the lessons learned for the development of subsequent courses are of great importance, especially if one considers that this virtual training tool will be used as an instrument to train victims of violence, demobilized combatants of the FARC, and in general in rural areas of the country, where the realities are different.

14:30 Experiences 2 BRAZIL: Digital Inclusion: Partnerships with non-profit institutions for improving life and work opportunities for vulnerable target groups. FECAPThe case describes a partnership between a higher education institution and two nonprofit organizations. Together, they have created and maintain a digital inclusion program for vulnerable people. Created in 2003, this program has already served approximately 6,000 people.  This success requires good academic, administrative and financial management. Research carried out with those involved showed that the project improves the quality of life of the target groups. On the other hand, the students and professors who participated in the program recognize that they obtain academic, personal and professional gains during their participation in the program.

COLOMBIA: Measuring the social impact of virtual education (Pontificia Universidad Javeriana)The Universidad Javeriana has designed a series of indicators to measure the impact of virtual education on our community of students, made up of more than 40,000 virtual students per year.  These indicators aim to measure our social impact, beyond the direct educational process, giving relevance to the following indicators: Internationalization of the Spanish language; reduction of the digital divide; democratization of the educational process; access to audiences other than undergraduate and graduate students; impact and collection of data to feed university research; generation of networks and employment after the training process. We want to share with the RECLA community the lessons learned from this development, the lessons learned in the development of the indicators, and the next steps for our university.

14:30 Experiences 3 ECUADOR: Powerful success factors in b-learning programs. (Catholic University of Santiago de Guayaquil)The case presents an outline of the strategies applied to efficiently develop the program: “Management of Obstetric and Neonatal Emergencies for Health Professionals” whose purpose was to train professionals (doctors and nurses) to strengthen technical capacities aimed at providing an efficient and quality response in emergency obstetric and neonatal care.The design of the program included virtual and face-to-face methodologies through clinical simulations; during implementation, a system was integrated with instruments and various resource formats, such as: a Moodle platform for professional access to content; in training, scripts, animated presentations, videos, analysis and case resolution were used; for communicative interaction, forums and bulletin boards were generated for the exchange of ideas; and online surveys were applied for evaluation of the levels of achievement, student satisfaction and quality of the program.URUGUAY: Virtual classrooms: a tool to contribute to gender equality in access to science and technology education?In this case, the formulation of an experimental impact evaluation research project is described, elaborated by the Evaluation and Statistics Program of the Technological University of Uruguay, to determine the size of the effect of e-learning on women’s performance in specific STEM careers. The aim of this research is to contribute both to the methodological design so that it can be replicated in other areas of university education, and to decision making that contributes to reducing the gender gap in science and technology education.
14:30 Experiences 4 BRASIL: Successes and Difficulties in the Implementation of the Continuing Professional Education Standard by a Professional Registration Agency in Brazil (Consejo Regional de Contabilidad São Paulo)The continuing professional education of the Federal Council of Accounting calls for the updating and expansion of technical and professional knowledge and skills, and the elevation of the social, moral and ethical behavior of accounting professionals operating in the labor market. Professionals need to achieve at least 40 points per year of Continuing Professional Education. The score can be made in courses, conferences, technical meetings, teaching, participation in professional and technical committees, academic orientation of thesis, monograph or dissertation, publication of articles and other academic activities, as long as they are accredited and the respective points homologated in the Federal Council of Accounting.

COSTA RICA: Critical success factors for the development of a virtual and international training program: Case UNA – USAC (National University)

Program dedicated to the virtualization and internationalization of non-formal education, carried out by the Area of Continuing Education of the School of Informatics of the National University of Costa Rica together with the University of San Carlos of Guatemala. At the core of the program is the implementation of the Program of Higher Management in Projects in blended learning format, in the area of the administration of projects. The program is internationally endorsed by the Project Management Institute (PMI)®.

14:30 Experiences 5 CHILE: Case-based learning as a teaching-learning strategy of the online diploma in Family and Community Dentistry (Pontifical Catholic University of Chile)

The case describes the transformation of the teaching-learning methodology and the evaluation of a diploma program. The transformation from a blended learning modality to 100% online posted a a challenge to maintaining the quality and complying with the objectives defined for the activities. The use of case-based learning associated with discussion forums, is described as a methodology that allows to evaluate objectives up to the second level of Miller’s pyramid.

SPAIN: Comprehensive plan for continuing education and talent development in health organizations in Catalonia (Universidad de Vic – UCC, Campus Manresa)

We present the design and implementation of a strategic training plan for all health organizations in Catalonia. The plan, developed in a comprehensive and integrated manner, has had an impact on more than 35,000 professionals annually over the last 5 years, promoting personalized, blended learning itineraries, linking formal and informal training, directly related to objectives and indicators for improving quality, health and patient safety.

Parallel Sessions - Workshops

Hora Lugar Actividad Descripción
9:00 Sala de Aula
Taller H

Sustainability in Continuing Education: Opportunities and Challenges

Sustainability commission RECLA

Juan Manuel Adame y María Guadañupe Ramírez
Universidad Autónoma de Nuevo León 

Manyely Carreño
Universidad Católica de Colombia

The participants are presented with a reference framework for developing policies, actions and sustainability reports for continuing education units. They will use the framework and see how it can help improve the alignment of their units with the responsible management principles derived from the United Nations Sustainable Development Agenda 2030 – in their individual units as well as through regional benchmarking in an observatory of responsible management of continuing education.
Sala de Aula
Taller I

Self-Assessment of Continuing Education Units and Peer Consulting: Diagnosis of Gaps and Proposals for Improvement

Sustainability CommissionRECLA Margarita Guarello
Pontificia Universidad Católica de Chile

During the workshop, the main results of the self-evaluation study of Continuing Education units carried out by RECLA between June and August will be shared. Participants will answer the questionnaire and visualize its results.Through a methodology of peer work, participants will analyze the results and make proposals for improvement.
Sala de Aula
Taller J

Why and how to Cultivate Online Expertise

Fernando Senior Canela
Quality Matters 

We live in a disruptive world where the concept of lifelong learning changes from being a desire for self-improvement, to becoming an indispensable necessity. This is a good scenario for those who offer continuing education programs. However, these same providers confront other types of challenges, such as the adoption of new technologies informed by outdated educational paradigms. Given the trends in the environment, we do not conceive of a more imperative mission for continuing education than fostering the development of expertise over the acquisition of knowledge. The workshop provides experiences, reflections, and strategies for the cultivation of expertise in virtual environments.

Parallel Sessions - Conferences

Time Location Event Description
14:00 Sala de Aula
Conference A

From Online to Open Education: Extending Educational Opportunities to Everyone

Larry Cooperman
University of  California, Irvine United States

The past two decades have been marked by a rapid rise in the numbers and percentages of younger and older adults who seek to improve their lives through postsecondary education. This push was likewise motivated by governments who sought, through an increasingly educated workforce, to support national economic development. This rapid increase was partially achieved through online education in all parts of the world. Open education seeks to further support the goal of increased educational opportunity through universal access to educational materials, removing barriers of cost and restrictive copyrights.
Sala de Aula
Conference B

Self-Assessment of Continuing Education Units: Survey Results and Challenges for Universities

Sala de Aula
Conference C

Opportunities for Improvement in the Continuous and Virtual Education of the Pontificia Universidad Católica del Perú – PUCP

Diego Chang
Pontificia Universidad Católica del Perú

At the beginning of 2019, the Directorate of Continuing Education was given the institutional mandate to lead the expansion of continuing education online. Faced with this challenge, it was proposed to develop a research-based strategy to learn about the current state and internal capacities of the University and its opportunities for improvement. The presentation will focus on showing the audience the results of this research, mainly in two key perspectives, students and their new training habits, and teachers and their main challenges.

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