Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/72445
Title: Decmae project. An answer for an effective learning in a changing society. Concrete experience
Authors: Marrero Cáceres, Sonia Rosa 
Delgado Cejudo, G.
Rubio Royo, E. 
Vazquez Ramirez, P.
UNESCO Clasification: 120310 Enseñanza con ayuda de ordenador
580108 Enseñanza programada
Keywords: Innovation
Experience
Learning
Decmae.
Issue Date: 2011
Journal: EDULEARN proceedings 
Conference: 3rd International Conference on Education and New Learning Technologies (EDULEARN) 
Abstract: Pressure exerted by university institutions to approach the Bologna Declaration, constantly evolving tools, and students with easy access to knowledge need to reformulate the dual teaching and learning couple.CICEI, a research center at the University of Las Palmas de Gran Canaria (ULPGC) has developed into one of its research lines, a model of Instructional Design, called DECMAE (Competency Development by Evidence Activities). This design provides different learning theories, mostly reflecting the principles of Ausubel's constructivism and Siemens' connectivism, and using the proven methodology of ' learning by doing'. On the other hand, it does not forget the different learning styles, developing learning objects that meet the expectations in each of them. As a result, and by conditional development, customized and consistent training modules are generated (subjects, courses, seminars, etc).So, DECMAE generates an iterative process consisting of different stages. The initial proposal of the training module, arises from the establishment of the starting conditions (time of delivery, available technological support, knowledge domain, etc..). This is studied using an studied design of activities that generate learning units for the module. Implementation process is made, which is revised as often as necessary to achieve an a priori, consistent and quality result, supported by a conditional Moodle platform, which combines restrictions that are set and competences that students have to develop. At this point, it passes to the delivery phase, which re- examines the design, considering the feedback provided by students' expectations and their prior knowledge. This way we obtain a result in line with predetermined objectives. Continuous assessment for both the process (are we doing right?) and product (do students respond, learn, as we had planned?) make an individualized, compact, quality training package from design.DECMAE model has been used, showing its effectiveness through its application in different training fields (consulting organizations, regional entities, University subjects and Masters). The most recent experience (March 2010 - January 2011) has been in the Master in ' Competences and Emerging Technologies for Network Learning and Work: e- Professor', arranged from a collaboration between ULPGC and Universidad Autonoma de Asuncion (UAA- Paraguay). Its intial goals were to ' address new competences required by the Networking Society (e-competences) in the fields of: Network presence and productivity and Network training and learning, using open initiatives and standards'. The vastly majority of participants successfully passed, and the final survey, measuring their satisfaction from their expectations for the Master, have been 4.5 out of 5, a grade making group happy.
URI: http://hdl.handle.net/10553/72445
ISBN: 978-84-615-0441-1
ISSN: 2340-1117
Source: Edulearn11: 3Rd International Conference On Education And New Learning Technologies [ISSN 2340-1117], p. 2373-2380, (2011)
Appears in Collections:Actas de congresos
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