d en c irma magaña carrillo m en c salvador cortés garcía university of colima. faculty of...
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The learning of the qualitative and quantitative competences for the Specialized and Competitive human capital using the EDUC platform: iMACALIT Model. D en C Irma Magaña Carrillo M en C Salvador Cortés García University of Colima. Faculty of Tourism Colima, Colima, México. Introduction. - PowerPoint PPT PresentationTRANSCRIPT
The learning of the qualitative and quantitative competences for the Specialized and Competitive human capital using the EDUC platform: iMACALIT Model
D en C Irma Magaña Carrillo
M en C Salvador Cortés García
University of Colima. Faculty of Tourism
Colima, Colima, México
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Introduction
• The purpose of this project is to work on the mental structure of the student (first as a human being) seeking to involve their body as well, in order to influence their behavior and in this sense, obtain results through actions, in accordance with what is required from a professional within the tourist activities to satisfy the tourist-client.
Introduction
• The University of Colima has developed a technological base in several areas.
• In 2005, it was proposed to the Faculty of Tourism, campus Villa de Alvarez, that it work its Study Program, using the Distance Education Platform, known as EDUC.
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Introduction
• The goal of this presentation is to offer a real case study of the experience of teaching subjects in institutions of tourist education whose methodology is based on the Total Quality Model.
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EDUC Platform
• Specific goals:– Qualitative and quantitative
competences.
• Competences such as: – The self
– Personal commitment
– Following instructions
– Being precise
– Being opportune
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Model iMACALIT
– The student to discover their talents, put them into practice and convert them into competences.
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Model iMACALIT
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Student
Learning
Plan
Study Plans
Academic Plan
Educative Plan Faculty of Tourism
Educational Institution (University of Colima)
Strategic Operative
quantitativequalitative
Source: Magaña, 2009
Figure 1. Graphic representation of the iMACALIT Model of learning based on the Model of Total Quality.
The technological platform EDUC and the iMACALIT Model.
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EDUC Platform Qualitative competences
Description Habits-discipline Behavior
Be registered in the participating group of the term in question
Committment
The self
To express themselves orally and through writing in first person
Be and Do Committment
Managing emotions
The self-the other( client-external based)
Introspection Be and Do acceptance
From the themes established in accordance with the EDUCATIONAL PROGRAM registered in the platform and presented as the OPERATIVE PLANNING
Servucting with Total Quality
Tangibilizing the intangible of the what and the how.
Making of the qualitative, quantitative
Be and DoIn the qualitative-
quantitative context
DIDACTIC MATERIAL
Tangibilizing
Servuction of qualitative and quantitative learning from the knowledge based perspective
At the end of each session, construct the quantitative and qualitative learning from a knowledge based persepective. Hand in via the EDUC platform.
Do and Be. Servuction with Total Quality.
The technological platform EDUC and the
iMACALIT Model.
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Material for the EDUC Platform DISCUSSION FORUMSFolders for everyonePromotionals/ Ads
Following instructions
Following of formal processes ( in writing)
Consulting the operative planning
Be and Do, translating and interpreting.
Material for the EDUC Platform Folders for everyonePromotionals/ Ads
Being opportune
Thinking ahead
Selecting and analyzinfg info.
Identifying knowledge
Exercise: decisión vs intention
Be and Do: knowledge Be and Do: time Be and Do: Place
EDUC PLATFORM:DISCUSSION FORUMSFolders for everyonePromotionals/ Ads
Team work
Servuction of products according to the requirements and expectations.
Improve requirements
Innovate requirements
Knowledge Interrelation Position Acceptance Integration
Be and Do:Responsability
Be and Do: Acceptance
Be and Do: Participation
Be and Do: Committment
Be and Do: creativity Be and Do: innovation
Source: self elaboration, 2011.
Conclusions
• In this XXI century, it is time to be and to act in accordance with the turbulent context that is present, especially since the future is no different. Therefore, it is the responsibility of the institutions of higher education to carefully and permanently tend to society in general, and in particular case, to he tourist sector, through a sense of commitment and responsibility on behalf of the academy.
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Conclusions
• With the Model of Learning, the teacher is forced to be a facilitator, designing and defining his/her work towards the ability of interpreting and constructing a proposal to promote learning in the participating students. The Model has permitted a constantly working toward the elimination of visible and non visible costs, time, information, direction of the learning, and precision towards the gaining of productive qualitative and quantitative learning.
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