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 • 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.
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.
EDUC Platform • Specificgoals: • Qualitative and quantitative competences. • Competences such as: • The self • Personal commitment • Following instructions • Being precise • Being opportune
Model iMACALIT • The student to discover their talents, put them into practice and convert them into competences.
Model iMACALIT Figure 1. Graphic representation of the iMACALIT Model of learning based on the Model of Total Quality. Source: Magaña, 2009
The technological platform EDUC and the iMACALIT Model. Source: selfelaboration, 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.
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.