OUR
METHODOLOGY

To ensure the relevance of the programs, organize learning and ensure the achievement of the graduate profile, it is essential to have a standardized system of curriculum development that guides the processes related to the creation and updating of programs. Enovus University has a standardized curriculum development system with the following elements:

• Systematic model for the development and validation of the graduate profile of each career in the workplace, to ensure the relevance, pertinence and effectiveness of the training offered.
• Explicit graduation profile for each program or career, formulated on the basis of the competencies gathered.
• Dictionary of competencies with operational descriptors, which allow the identification of their units and levels of mastery.
• Crossing matrix that links each one of the competencies of the EP with the respective learning units foreseen in the curriculum.

The Institution defines "learning environment" as the virtual place or context and its elements, where a formal learning experience takes place. Thus, the identification and proper conceptualization of the different learning environments are fundamental to define didactic or formative strategies. In the case of Enovus University, the conceptualization of learning environments is strongly marked by the search for accessibility, as an attribute sought in the institutional educational model that seeks to put within reach of the learner a real and effective training opportunity adapted - accessible - to the effective opportunities provided by his or her work situation, geographical distance or family responsibilities. Thus, the main elements for the construction of such environments are the following:

• Dynamic and flexible learning environment that enhances the student's digital competencies.
• Virtual environment focused on the learning activity, flexible to the opportunities, capabilities and potential of the student.
• Digital Resources Center (online bibliographic catalog).
• Learning context that combines resources and work dynamics based on teacher accompaniment and favors interaction among peers.
• Maximum use of students' capabilities and the potential of Information Technology and the web.

A fundamental element of Enovus University's Educational Model is innovation in didactic strategies, which is derived from the institutional vision. In this sense, the institution frames its understanding of innovation as a process that begins with the identification of the problems that are specific to the unique challenges posed by the Vision. Secondly, Enovus University continues with the ideation of an approach to these problems, in which new or particular strategies are proposed, defining processes, organizing resources and defining indicators and goals. A third stage is marked by the implementation of such strategies and, a fourth, by the evaluation of the proposed strategy, all this in a logic of continuous improvement that allows implementing the best teaching-learning strategies attentive to the new and particular challenges imposed by the institutional Mission and Vision. Thus, through the aforementioned process, Enovus University has defined the elements that determine innovation in didactic processes and methods:

• Appropriate environment to favor Innovation and the development of Learning Resources.
• Teacher categorization and performance evaluation system.
• Teacher Training Program oriented to the development of methodological and professional skills.
• Team of teachers specialized in instructional design.
• Availability of an appropriate environment for innovation and development of learning resources, including multimedia product systems and the use of information technologies.

One of the fundamental elements of Enovus Universoty's Mission and, consequently, of its Educational Model, is flexibility, understood as the institutional capacity to adapt to the different needs and realities of the students; this is manifested from the admission routes and articulation mechanisms, to the curricular organization of the programs in their diverse modalities.

In relation to this attribute, Enovus University recognizes the following elements:

• Basic skills leveling programs: mathematics, language and interaction with information technology (IT), which addresses deficiencies in entry behaviors in order to prepare students for a satisfactory educational experience.
• Flexible curricular structure, with multiple inputs and outputs: articulation between technical and professional levels, modular organization that allows intermediate outputs and certifications, recognition of prior learning, and articulation programs for careers, articulation with Technical-Professional High School.

In order to safeguard the commitment established in the Mission, the Institution considers fundamental the existence of a set of initiatives that provide alternatives of accompaniment to the student, in order to deliver the adequate support according to their needs, so as to contribute to the effectiveness of the formative process. To this end, Enovus University identifies the following elements as part of the student support and accompaniment model:

• System of tutoring teachers, responsible for providing advice, support and personal motivation to each student in order to improve academic progress.
• Management platform that ensures the integral follow-up of all the student's requirements and interactions with the Institution, from application to graduation.

Enovus University is convinced that in a competency-based model, it is essential to progressively evaluate learning in order to ensure the effectiveness of the training process. Thus, there is a set of elements of the Learning Management System that seeks to ensure the achievement of the graduate profile.

The elements that make up this system are as follows:

• Transversal evaluation model, oriented to the gathering of evidence of the achievement of learning attained.
• Management of the educational process by measuring the effective results of the learning process, through the correlation of evaluations and descriptors of the dictionary of competencies.  
• Evaluation sequencing model that favors incremental development processes of the competencies achieved by the students, based on the feedback of their results.
• Online assessments in supervised contexts that ensure the integrity of the process (anti-plagiarism systems; supervised assessments and examination protocols).