Learning to learn in virtual education

Constant changes, typical of the knowledge society, require transcending to learning paradigms that recognize that learning is linked to variations in time and space and that learning is a life-long condition; therefore, teachers must be constantly qualified so that they learn to learn and that their role as e-mediators is performed with the seal of excellence, innovation and relevance. The purpose of this paper is to recognize the contributions of UNAD's teaching qualification policy, fundamentally the benefits of the Formative Continuum of the School of Education Sciences, and the contribution to the understanding of the university's pedagogical model, the paradigm of distance and virtual education and the transformation of teaching practice. The impact of training in the formative continuum and learning to learn is presented and evaluated, from problematizing questions that are linked to the generation of quality learning, the understanding and appropriation of the UNAD Pedagogical Model supported by e-learning (E-MPU) and the design and implementation of disruptive innovations in the teaching practice.