INTRODUCTION
The current international context is marked by a growing use of Information Technology and Communications, new forms of structuring knowledge and an accelerated development of these. The necessary response to this reality is the training of labor competencies, with a marked emphasis on the generic skills of students:
- LEARN TO LEARN. LEARN TO THINK. LEARN TO SOLVE PROBLEMS. LEARN TO LIVE.
The teaching-learning process in Cuba has had among its primary objectives the search for ways and methods that promote the cognitive activity of the learner and that this increasingly becomes an active subject in this process.
Educational Informatics, the efforts that have been made in the implementation of applications through the use of computers and the satisfactory results in practice are eloquent examples of the relevance that they can have in allowing the training of students with suitable cognitive abilities.
However, it is not a fact that with the use of means via ICTs laudable results are achieved as is the presumed idea of many professionals in the field. This must be closely linked to advanced psycho-pedagogical theories, an efficient use of software-hardware resources and, see the process in the union of all its components, taking into account, in addition, the human material that we have in the classroom Hence the importance of starting from a diagnosis.
The current reality is characterized by the use of CDs and / or web pages where a wealth of information is presented where the student is lost in the vital achievement of the training objectives, hence it is necessary to diversify the means according to the validations and present products that allow supporting the different steps of psycho-pedagogical theories so that the teacher, in his role more as tutor of the process, can act more freely according to human material and with greater intentionality towards the attention to individual differences and training job skills.
- The scientific problem is: the lack of teaching aids, following the current paradigms in the field of Psycho-Pedagogy and its interweaving with ICTs, which favors the process of training labor competencies from their workplace or with a minimum of face-to-face meetings, imposed by the tourism sector.
OBJECTIVES, METHODS, TECHNIQUES and SCIENTIFIC NOVELTY
The objectives that we set ourselves with this work are:
- Present a set of teaching aids in support of the teaching-learning process that follow the most pressing computer and psycho-pedagogical requirements of the current era. Assess requirements, experiences and proposals for the uses of these media.
For design work method was used -synthetic analytical, dialectical holistic and to determine the theoretical foundations based on the analysis of various related research that exists worldwide, the method d and induction-deduction.
From the empirical methods, interview and observation were used, in the first case with teachers, which allowed us to verify the need for such an offer in the Hospitality and Tourism Schools, protected areas and in universities.
Statistical methods: descriptive, inferential.
Finally , the research techniques used were the bibliographic review and the analysis of the scientific literature in general related to the subject.
Its novelty is given by the media themselves, the diversification of media, a wide spectrum of modes of use, methodological proposals for preparation and use, its current applicability and achievements obtained in different centers.
DEVELOPING
The Teaching Means are the mediating tools of the teaching - learning process, used by teachers and students, they contribute to active participation, both individual and collective, on the object of knowledge.
For the development of specific skills, the interaction of students with the media is essential, but not only to visualize the content, or click on a web page to access the information, but new mechanisms are imposed.
The influence of the teaching aids for effective impact on retention and learning is known to all, which is shown in the following tables: Retention according to the path.
| Retained data | After 5 hrs | After 72 hrs |
| Oral | 70% | 10% |
| Visual | 72% | twenty% |
| Oral / Visual | 85% | 65% |
Learning using the senses.
| Sense | % |
| Taste | one |
| Touch | 1.5 |
| Smell | 3.5 |
| Ear | eleven |
| View | 83 |
The media, particularly educational software (SE) have dimensions that project it in three directions. There is coincidence with the criteria of other Cuban authors in that these are: pedagogical, psychological and technical (13):
-The pedagogical dimension is given by the potentialities of the medium to influence the process of formation of the personality of the students, from its use as a teaching medium in the teaching-learning process (PEA) under the direction of the teacher.
-The relationship between the environment and the rest of the components must be reflected: objectives, contents, methods, evaluation and forms of organization of the process and between student-group-teacher.
-In this dimension, the indicators included are related to: the subject program, objectives, content (in terms of depth levels, scientificity and logical sequence), methods, assurance of the starting level, employment in different types of teaching activities and organizational forms, development of skills and attention to individual differences, starting level (previous knowledge, skills and experiences), integration with other means of teaching, ways of seeking knowledge, individual and collective work, formation of values, self-regulation and personality formation.
-For its part, the psychological dimension is given by the possibilities offered by the medium to establish a communication process between the student and the computer, which allows him to activate the psychological processes that make up his personality and to promote an active attitude towards learning.
-Among the elements that are taken as a basis for the establishment of the indicators of this dimension are those related to: motivation, psychological characteristics of students, attention to differences in cognitive, affective and behavioral development, stimulation of concentration and distribution of attention, solidity of learning, stimulation of reflection and the generalization of cognitive activity, the student's own activity, role of learning stimulation according to the meaning and personal and group meaning and level of communication that it fosters.
-For its part, the technical dimension includes the elements that from the functional point of view and the instructional design should be considered in the use of the medium, which is why it is subdivided into two sub-dimensions: functional and instructional.
-In the case of the functional subdimension, its indicators are related to: installation, execution, management, detection of hardware and software resources, services and economy of resources and in the case of the instructional subdimension, the indicators considered are related to: navigation, diversity of means, coherence in the presentation of the means, interface and graphic design (aesthetic, communicative and ergonomic), distribution of the information to be transmitted, aids, record of user action, vocabulary, clarity of the messages, writing and spelling.
Important learning results are achieved when it is taken into account that each element involved in the teaching-learning process must play its role: school, class, teacher, psycho-pedagogical theories (L. Vigostky and P. Galpering and collaborators among others).
Labor competencies
Today the proposed change is:
Labor competencies
Currently emphasis is placed on the development of competencies as a vital point in HR management, seen in terms of performance in a given work context, in our country and fundamentally in the tourism sector, its definition and management is imminent.
There are various definitions of competencies:
"Set of knowledge, skills, attitudes and values, combined, coordinated and integrated in ACTION, acquired through PROFESSIONAL EXPERIENCE (Formative and non-Formative), which allows the individual to SOLVE specific PROBLEMS, creatively and independently, in CONTEXTS SINGULARES ”(1)
The Cuban standard defines it as: Synergistic set of knowledge, skills, experiences, feelings, attitudes, motivations, personal characteristics and values, based on demonstrated suitability, associated with superior performance of the worker and the organization, in correspondence with the demands technical, productive and services. It is an essential requirement that these competencies are observable, measurable and that they contribute to the achievement of the organization's objectives. "
CURRICULUM BASED ON PROFESSIONAL COMPETENCES
- It is defined as a curriculum applied to the solution of problems in an integral way, which articulates general knowledge, professional knowledge and work experiences It is developed on the general scheme of analyzing needs, establishing competencies and developing the curriculum Competences are related, from the professional point of view, with the modes of action, with the functions to be fulfilled by the professional contained in the profile.
The competences are learning acquired in context, of a complex nature, are manifested in performance, are evaluable, point to transversality and are defined.
It can be defined for each disciplinary knowledge, cultural environment and the daily life in which the person operates.
Labor competences:
Development of labor competencies
We must focus our interest on those that allow the individual to adapt to living in the environment in which they develop.
- They are learnings of a complex nature because each disciplinary knowledge has its epistemological framework, and the context is constituted by the physical, historical, social environment, etc… with which people establish relationships and on which depends the meaning and value of what there The competence identifies the expected results of the student at the end of the learning process The result of the application of a competence manifests itself as an execution that must be efficient, since it shows the ability of an individual to do something, and do it well, rather than to demonstrate their knowledge The primary intention of competency-based education is to contribute to generating usable knowledge outside of each discipline and outside of school (Rey, 2005)
We believe that to form competencies the presence of problem situations is required , capable of mobilizing resources for their resolution while being oriented towards specific learning, that is, similar contexts in which their work will take place.
On the other hand, continuous training has become an imperative in the professional world, the approach of this training to business needs and the role of the individual within their own training make e-learning have special functionality. For this reason, all these means are designed so that they can be used on the Moodle platform.
There are dissimilar advantages when applying training systems based on e-learning, among them:
- Possibility of collaborative learning even if they are geographically distant. Constant updating of courses, with a close educational center-company link. Customization of courses according to individual differences. Greater interaction with the teacher and colleagues immersed in the process. Flexibility and speed in access to courses.
In particular, virtual platforms have become instruments of unquestionable practical value, among which we could mention: ATutor, Moodle, Claroline, Doleos, MIT dotLRN, IIlias, File3, Logicampus, Bazaar, Chef, among others.
As can be seen at an international level, there are a wide variety of virtual platforms, many open source, others not, but they all have a solid design and instrumentation in common and as a disadvantage we can mention that they do not offer the particular benefits for training, so it is It is difficult to implement a pedagogical conception that fosters creativity and approach to business needs, nor does it allow the use of teaching methods to achieve the formation of essential skills in the training of a specific professional, many of them do not have trainers that allow self-evaluation and evaluation by the user and the teacher respectively, or in other cases the control of learning is not facilitated,preventing knowing at any given time how many students have achieved certain skills and how many have not, to what extent the proposed objectives or case studies have been met to address individual differences, among others. On the other hand, most do not incorporate artificial intelligence techniques to control the process, an essential item to be able to discern generalities and particularities in the group of students. Hence, the ready-made teaching aids, which may be within the framework of educational software, must take these issues into account and make up for the deficit with powerful tools in this regard.Most of them do not incorporate artificial intelligence techniques to control the process, an essential item to be able to discern generalities and particularities in the group of students. Hence, the ready-made teaching aids, which may be within the framework of educational software, must take these issues into account and make up for the deficit with powerful tools in this regard.Most of them do not incorporate artificial intelligence techniques to control the process, an essential item to be able to discern generalities and particularities in the group of students. Hence, the ready-made teaching aids, which may be within the framework of educational software, must take these issues into account and make up for the deficit with powerful tools in this regard.
In general, most e-learning training is asynchronous: but it is beneficial to structure synchronous sessions to allow the training of communication skills, among others…
Tourism, on the other hand, has become one of the most important sources of income in our country, which is why this project seeks to promote continuous training for workers in this sector to achieve efficiency, effectiveness and competitive advantages.
Cuban educational policy is aimed at all sectors of the population without any distinction, which is why modalities have been developed that make this diversity viable, one of them is blendedness, which is especially useful in the area of services.
Proposed teaching aids:
n Slides with the use of multimedia: 10 means of support for the subject of Sales Management for gastronomic dependents as a course modality, with short films for discussion, suitable images, observation guide for the student, guide for the teacher that favors the debate.
Characteristics and application of these means:
- Means for the subject Sales Management.
- It uses images, videos and guides related to situations typical of the profession (situation method) that, through the analysis and questions of the guide, allow students to reflect, assess behaviors, attitudes, outline their ideas in class or through the platform. It can be used in class or in independent activity. The latter on the Moodle platform. Introduction of results:
It's used in:
EHTV courses related to Customer Service and Sales Management for Gastronomic Dependents covering the entire program.
- PUPMA educational software: Tutor that contains all the contents on the environment, sustainable development, the Cuban context and the materialization of these contents, delving into the province of Matanzas. In turn, it has a trainer associated with it that allows the student to be evaluated on these topics. It has a system of experts based on cases for the diagnosis of the environmental dimension of development, which represents a reference for the analysis of particular cases of the territory and the achievement of generalities in the proposed indicators.
Characteristics and application of these means:
- Means for the Environmental Management subject, in the Business Management Diploma
Tourist.
- It uses images, hypertexts, it allows the student to learn at their own pace. It has a database with exercises subdivided by levels of complexity, the student moves through the levels according to their own results. It can be used in class or in independent activity.. It can be used on the Moodle platform or not.Introduction of results:
It's used in:
The Diploma in Tourism Business Management, in Management II, Environmental Management subject.
- Educational software about Cuban Tourist System: Tutor that contains all the contents about Cuban tourist system with video images, contents. It also has a coach who allows the student to evaluate himself on these topics.
Characteristics and application of these means:
- Means for the subject Tourism System, in the Diploma in Tourism Business Management.
- It uses images, hypertexts, videos, it allows the student to learn at their own pace. It has a database with exercises subdivided by levels of complexity, the student moves through the levels according to their own results. It can be used in class or in independent activity. It can be used on the Moodle platform or not.Introduction of results:
It's used in:
The Diploma in Management of Tourism Companies, in Managerial I, subject Cuban Tourism System.
Methodological Contribution.
Success is centered on the selection and implementation of psycho-pedagogical theories for the achievement of the job competencies described in the subject program.
Among those that have had better results are those that have applied the pedagogical trends of personalized instruction and educational technology.
In this research, the beneficial elements of both tendencies will be taken into account, allowing open learning, according to the possibilities of each student, and verification, group work, dialogue are possible in certain sessions; Therefore, none of the elements that intervene in the process are ignored, current psycho-pedagogical theories and their application in practice are deepened, the role of the school as a fundamental institution in the realization of the educational policy that it traces the state, to the class as the nucleus from which the student's political-ideological, intellectual, moral and aesthetic work starts and in which the role of the teacher is not undervalued but is taken to enriching planes.
In this work, attention is focused on the formation by stages of mental actions, taking into account that it considers the teaching-learning process as an active process and defines the student's action as the central link of management.
This theory proposes that to achieve this training you must go through several stages:
- Motivation. The student is prepared to receive the new contents. Formation of the guiding base of the action: The material to be assimilated is shown as well as the actions to be carried out. External action materialized. Aimed at students to solve heterogeneous problems, having the teacher as a regulating agent of the action. Verbal stage. The student must express what was received orally. Transit stage. The student performs the actions for himself with a high degree of detail. Mental stage. All links of action take the form of internal language.
It should start from an analysis of the initial diagnosis of the group and go using each of its media modules in the corresponding stage of the Theory of training by stages of mental actions.
From here, the matrix must be drawn up in which the knowledge, skills, procedures, attitudes-values, techniques, means, specific practices that are going to be carried out to form each specific competence are exposed.
In addition, it is necessary to outline the types of exercises to be carried out to contribute to that profile of competencies that responds to that specific human material.
Participatory methods define how to achieve the purposes of training and must be objectively valued and applied.
Hence, the means made have among the computer resources used are:
It uses images, videos and guides related to situations typical of the profession (method) and that through an analysis and the questions in the guide will allow students to reflect, assess behaviors, attitudes, outline their ideas in class or through the platform.
- Linked to student guides Teacher guides Voting cards Moodle platform
Learning Assessment
- Linked to student guides Teacher guides Voting cards Moodle platform Systems via evaluation software, among others.
Modules, within the software, of specific purpose, when it makes sense due to their involvement in the formation of contextual competences.
Each of these means went through the stages of validation of a software product such as: A) Determine the objectives.
- Determine the skills to be formed in the students: Determine the knowledge system specifying the precedence between them: Determine the bank of questions, according to levels of complexity Define an action strategy in relation to the student's behavior Programming specificities Verification or means test:
This last stage reverts a transcendental importance in the elaboration of any product, in it, the effectiveness of the system is verified from the technical-methodological point of view.
Programming with this type of media imposes a high rate of interaction with the behavior of each object that is instrumented in the highest context in which they take place. Tests were conducted in three directions:
- Taking the performance through all the evaluative possibilities that are instrumented. In all cases, the execution speed, response time and validity of the execution flow are measured. The tests were carried out by experts in the subject under study and in the IT area.
At all times the exchange with professors favored the elevation of technical requirements. In addition, it had the opinion of experts that has been favorable in terms of the use of the system and that has broadened its sphere of application.
CONCLUSIONS:
- The work has been validated and the results are shown in the following graph: between the experimental group and the control group in the competence indicators.
Scientific-theoretical conclusions:
- Due to the need to expand the training offer in the Schools of the FORMATUR System, a wide variety of media have been made using the latest computer resources and proposing a methodology for their implementation.
Control in the competence indicators
- This type of media allows the training offer to be received from the job itself without minimizing the quality or the role of the teacher, which moves the guideline of the process with greater emphasis on learning, given the situation of the development of tourism in our country A holistic culture of a new type is required, the formation of teaching aids and the search for methods and ways that help to take the teaching-learning process of professionals in the field to higher levels.
Methodological and applied conclusions.
- The problems detected in the teaching-learning process of the programs that are addressed justify a methodological restructuring thereof, taking into account the proposed objectives as well as a consistent application of advanced psycho-pedagogical theories. the trainees, the wide spectrum of employment based on advanced psycho-pedagogical theories, as well as the results in the achievement of increasing the degree of solidity of knowledge are shown in the endorsements, recognitions and distinctions to the work. Effective use of the means created at different moments of the teaching-learning process constitutes a way to achieve the cognitive level and the development of the competences that are intended in each program.The methodology proposed at work for the introduction and use of these media is a relevant result that allows its generalization to other media made via ICT. The methodology for testing and validation of the computer product is an invaluable tool for work in the area of Educational Informatics. The role of the media in the pedagogical order can be synthesized: The potentialities of our sensory organs are used to a greater degree. Retention of knowledge for longer. They activate intellectual functions. They facilitate individual participation and contribute to self-awareness. individual student preparation Facilitate concentration and attentionThe methodology for testing and validation of the computer product is an invaluable tool for work in the area of Educational Informatics. The role of the media in the pedagogical order can be synthesized: The potential of our sensory organs is used to a greater degree. Retention of knowledge for a longer time They activate intellectual functions They facilitate individual participation and contribute to the individual self-preparation of the student They facilitate concentration and attentionThe methodology for testing and validation of the computer product is an invaluable tool for work in the area of Educational Informatics. The role of the media in the pedagogical order can be synthesized: The potential of our sensory organs is used to a greater degree. Retention of knowledge for a longer time They activate intellectual functions They facilitate individual participation and contribute to the individual self-preparation of the student They facilitate concentration and attentionThey activate intellectual functions They facilitate individual participation and contribute to the individual self-preparation of the student They facilitate concentration and attentionThey activate intellectual functions They facilitate individual participation and contribute to the individual self-preparation of the student They facilitate concentration and attention
And the role of teaching aids in the psychological order:
- They motivate learning. n They rationalize efforts. They increase the effectiveness of the teaching-learning process. They stimulate the creative participation of students. They make the teacher's work more productive.
recommendations
- Continue with the introduction of results in the centers of the country that require it. Continue in this line of research to respond to the needs of study plans and programs. Train teachers of educational centers that incorporate teaching aids in their work in the proposed methodologies.
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