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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