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6 ¡Error! Marcador no definido.Author name / Procedia Computer Science 00 (2019) 000–000
44. Contents. The content or learning experience fosters non-Western knowledge, knowledge of other cultures,
the practice of discipline in other contexts and interculturality in professional practice, the use of
bibliography in other languages [10].
45. Personal learning networks. Students build their own interactive, diverse, autonomous and open learning
networks; the student learns collaboratively with a commitment to mutual learning, acceptance of the
diversity of personalities / postures / ways of seeing life, of shared responsibility; the student does not
depend on limits set by fixed agendas or calendars or by physical space.
46. Student teacher relations. The joint construction of knowledge and the relationship of faculty and students
focuses on the latter's learning. The faculty as facilitator and guide adopts new roles, teaching methods;
encourages students to explore how knowledge is a cultural construction and that changes according to
other cultures; The faculty encourages global literacy or the interrelation of concepts and phenomena
worldwide. The student is autonomous and responsible for their learning process, acts to respond to their
personal needs, sets the pace of their own learning, organizes their time by dedicating a part of it to their
training.
47. Learning outcomes. Learning outcomes prepare the student for situations encountered in other settings, to
understand the connections between the local and the global, the “world-mindedness”, respect and
understanding of diverse cultures, the critical evaluation of their own assumptions regarding other cultures
and ways of life, awareness about the state of the planet and global dynamics. The internationalized
learning outcomes are the knowledge, skills and values with international and global relevance, acquired by
the students as a result of the educational experience when studying a course or project for their training as
a global professional [1].
48. Bibliography. Bibliography is used to supports the teaching-learning process in other languages, includes
non-Western paradigms of the discipline, is updated with the latest knowledge trends.
49. Classroom practices. The faculty lectures in another language; contextualize knowledge; proposes the
realization or use of comparative, interdisciplinary, international studies; encourages collaborative learning;
promotes the ability to navigate, critically use information and build connective learning with networks of
students from other universities abroad; use simulations or role play of applying their knowledge in diverse
cultures; applies pedagogical strategies to integrate heterogeneous groups of students taking into account
intercultural aspects, age, place of origin, learning styles; promotes the development of classroom projects
with professors from foreign universities; promotes the bonding of foreign students.
50. Evaluation. The faculty applies diverse methods for the evaluation of students before, during and at the end
of the learning process respecting individual differences and attending to the individual educational needs
of any nature (portfolios, works, exhibitions, interviews, simulations, dramatizations, case reports, projects,
problem situation, demonstrations); It uses simultaneous evaluation procedures (self-assessment, student
assessment, assessment of other teachers to the student).

3. Behavior Pattern

The methodology that is proposed once the criteria have been listed, is to prepare a diagnosis of the level of
development of each of them, using a Likert value scale as shown in the following example, for the institutional
structure dimension:

CRITERIA DEVELOPMENT LEVEL 5 4 3 2 1
1. Culture x
2. Normative x
3. Educational model x
4. Strategic plan x