Towards a Model for the Development and Assessment of Competences through Formative Projects

Authors

  • Sergio Cardona Universidad del Quindío, Facultad de Ingeniería
  • Jeimy Vélez Pontificia Universidad Bolivariana, Facultad de Ingeniería
  • Sergio Tobón Corporación Universitaria CIFE

DOI:

https://doi.org/10.19153/cleiej.17.3.8

Abstract

The competence-based formation model has oriented educational policies in different countries during the last decades. From this model, the socioformative approach has its basis and works as a referent in Latin America to orient the formation and competence assessment. The socio- formative approach uses the methodology of the formative projects by means of an articulated set of pedagogical strategies that are used along the time to solve the problems of the context. This paper presents a model for competences development and assessment using formative projects as part of a technological architecture to personalize the students ? educational experience through a Learning Management System. Finally, a case study is presented to validate the proposed model with formation methodology in a virtual course.

Author Biographies

Sergio Cardona, Universidad del Quindío, Facultad de Ingeniería

 

Jeimy Vélez, Pontificia Universidad Bolivariana, Facultad de Ingeniería

 

Sergio Tobón, Corporación Universitaria CIFE

 

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Published

2014-12-01

Issue

Vol. 17 No. 3 (2014): Regular issue

Section

Articles

License

CLEIej is supported by its home institution, CLEI, and by the contribution of the Latin American and international researchers community, and it does not apply any author charges whatsoever for submitting and publishing. Since its creation in 1998, all contents are made publicly accesibly. The current license being applied is a (CC)-BY license (effective October 2015; between 2011 and 2015 a (CC)-BY-NC license was used).