Curriculum Development Guide

SIGN
CURRICULAR DEVELOPMENT
GUIDE
NATIONAL LEARNING SERVICE SENA
COMPREHENSIVE VOCATIONAL TRAINING MANAGEMENT
CURRICULAR DEVELOPMENT GUIDE
GFPI-G-012-
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TABLE OF CONTENTS
INTRODUCTION 4
1. OBJECTIVE 4
2. REACH 4
3. RESPONSIBLE 5
4. DEFINITIONS 5
5. REGULATORY FRAMEWORK 7
6. CURRICULAR DEVELOPMENT TEAM 9
6.1 Formation of Curriculum Development Teams 9

6.1.1 Curriculum Development Teams In-Person Modality 9
6.1.2 Curriculum Development Teams Virtual or Distance Modality 10
6.2 Work Plan Curriculum Development Teams 10
6.2 Input Elements to Prepare the Curriculum Development of an Education Program

Training 12
7. GUIDELINES FOR FORMULATING THE TRAINING PROJECT 13
7.1 Nature of the Training Project 14
7.2 Fields of the Training Project to be Completed in the SOFIA Plus Application 15
7.2.1 Basic project information 15
7.2.2 Project Structure 16
7.2.3 Project planning 20
7.2.4 Estimated Resources 24
7.2.5 Team that participated in the Formulation of the Project 24
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7.3 Review of the Training Project
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1. AIM..........................................................................................................................................................5
3. RESPONSIBLE.......................................................................................................................................6
4. DEFINITIONS.........................................................................................................................................6
5. REGULATORY FRAMEWORK...........................................................................................................8
6.1 Formation of Curriculum Development Teams.................................................................................10
6.1.1 Curriculum Development Teams In-Person Modality...................................................................10
6.1.2 Curriculum Development Teams Virtual or Distance Modality....................................................11
6.2 Input Elements to Prepare the Curriculum Development of a Training Program...................................13
7. GUIDELINES FOR FORMULATING THE TRAINING PROJECT..................................................14
7.1 Nature of the Training Project............................................................................................................15
7.2 Fields of the Training Project to be Completed in the SOFIA Plus Application...............................16
7.2.1 Basic project information...............................................................................................................16
• Training project name............................................................................................................................16
• Estimated time for project execution (months)......................................................................................16
• Search keywords....................................................................................................................................17
• Statement of the problem or need that you intend to solve...................................................................17
• Project justification................................................................................................................................18
• General objective...................................................................................................................................18
• Specific objectives.................................................................................................................................18
• Scope...........................................................................................................................................................19
7.2.3 Project planning..............................................................................................................................21
• Project phases........................................................................................................................................21
• Project Activities:..................................................................................................................................22
• Learning outcomes.................................................................................................................................22
• Associated competence..........................................................................................................................23
• Project Organization..............................................................................................................................23
• Description of the required learning environment.................................................................................23
• Resources associated with the project...................................................................................................23
7.2.4 Estimated Resources.......................................................................................................................25
7.2.5 Team that participated in the Formulation of the Project...............................................................25
7.3 Review of the Training Project..........................................................................................................25
8.1 General considerations.......................................................................................................................26
8.2 Aspects to Take into Account in Pedagogical Planning....................................................................29
8.2.1 Qualified Training..........................................................................................................................29
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Integration of Learning Outcomes................................................................................................................30
8.2.1 Further training...............................................................................................................................33
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Implicit Variables in Pedagogical Planning.......................................................................................33
8.4.1 DEVELOPMENT
CURRICULAR Quantitative criteria for the design of learning activities...............................................................35
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Structure the evaluation plan of the training process ...................................................................................39
9.1 Learning Guides.................................................................................................................................40
• shape structure.......................................................................................................................................42
• Background structure.............................................................................................................................42
9.2 Techniques and Instruments for Evaluation.......................................................................................51
9.3 Support material.................................................................................................................................54
10. BIBLIOGRAPHY...................................................................................................................................56
8.
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7 VI INTRODUCTION
Curriculum development is a procedure that allows planning the activities to be developed during the
training process. The Curricular Design of the Training Program is the reference for planning the activities to be
carried out during the execution of the training.
This guide guides the formulation of the training project (in qualified training programs), which is conceived
as “a management instrument that foresees and organizes technical-pedagogical and administrative planning
actions” (SENA, 1985, p. 21). Likewise, SENA assumes Project Training “from a broad and methodologically integrative
vision, which has in the Projects the basis of the training activities that are proposed to the apprentices in a Curricular
Structure and that incorporates other Active Didactic Techniques that complement them. ” (Xavier Carrera, 2007, p.
76)
The guide also presents a conceptual framework for developing the pedagogical planning of the training
program and learning guides. Carrying out these activities involves an institutional effort, which goes beyond what is
mentioned in this guide. Instructors require a pedagogical base to contribute to the development of these technical-
pedagogical products and thus guarantee a quality training process, focused on the learner as act of their training
process.
1. AIM
Guide the activities defined in the Curriculum Development Procedure in order to develop training projects,
teaching resources and evaluation instruments according to the type of training program (titled and complementary)
and its modality, in order to provide the necessary tools for the development of training execution.
2. SCOPE
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This document applies to the Curriculum Development and Program Adaptation teams in virtual and
distance mode, it begins with the formation of the Curriculum Development team and ends with the prepared
teaching resources available in the LMS to guide the Training Program.
3. RESPONSIBLE
The Professional Training Directorate is responsible for the Curriculum Development procedure, associated
documents and records that are generated through the Curriculum Development teams, guaranteeing the
traceability of activities in the SOFIA Plus Institutional Information System, and in the repository provided. for the
manufactured materials.
4. DEFINITIONS
Collaborative Learning : process that generates contact with other learners and that can be developed in face-to-face
and virtual environments with the guidance of the instructor
Meaningful Learning: refers to the possibility of establishing links between what must be learned and what is known,
that is, what is found in the cognitive structure of the person who learns: his or her prior knowledge, which provides
motivation and interest. in the learner because it acquires meaning.
Previous Learning: are the previous achievements obtained by the apprentice through training processes or personal
experiences, which are recognized by the instructor in order to advance in their training program, without repeating
learning.
Evaluation Criteria : Expression of the learner's achievement in the learning process, allows the issuance of an
evaluative judgment regarding the apprehension and development of capabilities in relation to GFPI-G-012-V1
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to a learning outcome. They promote self-assessment, evaluation and hetero-evaluation during the learning process
Curriculum Development : Procedure by which the learning path of each apprentice is planned, designed and
executed, through training projects, pedagogical planning; that contain learning activities, and application of active
teaching techniques that allow them to develop their skills with personalized learning rhythms.
Evidence of Learning: Manifest evidence of learning recovered directly in the training process. They are collected
with the guidance of the instructor using selected methods, techniques and evaluation instruments, depending on
whether they are evidence of knowledge, performance (of process and product), allowing recognition of the
achievements obtained by the learner in terms of knowledge, know-how and being. .
Evidence of Knowledge: Certain and clear statements about the learner's learning, related to knowing and
understanding, knowing what should be done, how it should be done, why it should be done and what should be
done when circumstances change. This includes knowledge of facts and processes, understanding of principles and
theories, and ways to use and apply knowledge in everyday or new situations.
Evidence of Performance: Evidence of know-how, relating to how the learner executes (process) an activity and the
result obtained (product), where he puts his knowledge, skills and attitudes into play. They allow obtaining direct
information, of better quality and more reliable, about the way in which the apprentice develops the technical or
technological process in order to identify the learning he or she has and those that he or she has yet to achieve.
Product Evidence: Results obtained from the development of an activity carried out by the apprentice in training.
The product can be an article or material object, a document or
a service, which reflects the learning achieved and allows inferences to be made about the process or method used.
Evaluation Instruments: set of tools used by the instructor to collect data related to the learning outcomes and
evaluation criteria defined in the curricular design of the training program. In order to be used most effectively, each
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is appropriate depending on the information sources required.
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CURRICULAR DEVELOPMENT wh
GUIDE Educational methodology that is characterized by using strategies of
teaching - learning that allows overcoming the limitations of space and time between the
Distance Mode:
actors of the educational process; where the development of training activities alternates
in virtual environments and in face-to-face environments.
Virtual Modality: Educational methodology that requires the use of telematic networks (virtual environments) as the
main environment, in which all training activities are carried out .
Teaching – Learning – Evaluation Process: it comprises a system of actions that link under a specific pattern to
achieve the purposes of training. It implies, at the same time, a communication model whose characteristics are
defined from the selected messages, the means used and the expectations of the learners.
Learning Rates: different speeds to learn according to the characteristics of each learner. They are the result of many
factors, such as motivation, previous cultural background and age, in addition to different ways of learning. Each
person learns differently and advances more in some areas than in others.
Evaluation Techniques: These are answers to “how to do” to verify the scope of a proposed goal or result. They are
located at the level of facts or practical stages that, as auxiliary devices, allow the application of the method. They
have a practical and operational nature
Digital Educational Resources: These are materials composed of digital media and produced with an educational
intention, which seek to achieve a learning objective and which respond to appropriate didactic characteristics for
learning. (Zapata, M. 2012)
5. REGULATORY FRAMEWORK
Law 119 of 1994 : by which the SENA National Learning Service is restructured. Article 14
of Chapter II of Law 119 of 1994. Likewise, article 4 establishes, among other functions of the
SENA, “advance professional and technological technical training programs, in the terms
provided for in the respective provisions…” (Law 119 of 1994, pp. 3 and 11)
Decree 249 of 2004 : which modifies the structure of the SENA National Learning Service.
One of the most important aspects of Decree 0249 of 2004, in article 11 where it states: GFPI-G-012-V1
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The functions of the Directorate of Vocational Training are: 3. Formulate policies, and implement strategies,
standards, procedures and means of control for the different processes of vocational training, especially in
management, enlistment, execution of the response, monitoring and evaluation, as well as for services to graduates"
as well as " Direct, guide, coordinate, develop and evaluate the incorporation and application of teaching aids and
educational resources in the training process.
Decree 1426 of 1998 : By which the system of nomenclature, classification is established
and remuneration of public jobs of the National Learning Service, SENA. In article 2. Classification of Jobs, section e.
Instructor
Agreement No. 12 of 1985 : By means of which the fundamental guidelines of the Technical - Pedagogical policy of
SENA are established and the guidelines for its management are established with a view to achieving and maintaining
the Technical Unit in the Entity. Chapter 3 Vocational Training Projects and Chapter IV Technical – Pedagogical
Design.
Agreement 08 of 1997 By means of which the statute of vocational training of the National Learning Service is
adopted. Specifically in Chapter 3, section 3.4 Development of Comprehensive Vocational Training
Agreement 03 of 2013. By which the national quality policy is adopted in the Sena
Agreement 07 of 2012: By which the SENA apprentice regulation is adopted
Resolution 0642 of 2004 : By which the Weekly Work Day is determined for the Instructor Occupational Group of the
National Learning Service SENA and other provisions are dictated
Resolution 4016 of 2009 , which regulates academic coordination in the SENA Comprehensive Vocational Training
Centers
Resolution 335 of 2012. By which the “Sena sectoral and institutional Knowledge Networks are created and the
general conditions and criteria are defined within the knowledge management system provided in the strategic plan
(2011-2014 with vision 2020)
SENA Resolution 117 of 2013. Which specifically repeals articles 1 and 2 of SENA Resolution 03139 of 2009: which
determines the types of vocational training certificates and the duration of SENA training programs.
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Resolution
CURRICULAR184 of 2013, “By which the functions of the Team are formed and established
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Pedagogical of the Comprehensive Vocational Training Center" Chapter 3 literal c. Verify the viability of the training
project according to the FPI execution procedure
Resolution 2130 of 2013 By which the types of offer of SENA vocational training programs and their characteristics
are determined.
Resolution 1302 of 2015 : By which the specific manual of functions and job competencies for SENA personnel is
updated.
6. CURRICULAR DEVELOPMENT TEAM
6.1 Formation of Curriculum Development Teams
To prepare the Curriculum Development of a Training program, an interdisciplinary team is required where
instructors (or technical people) participate in the program's competencies, both technical and comprehensive. 2
(English, entrepreneurship, physical culture, occupational health, etc.); This team is called the Curriculum
Development Team, it will be formed and convened through coordinated actions with the Professional Training
Directorate through the sectoral Knowledge Networks strategy.
6.1.1 Curriculum Development Teams In-Person Modality
Instructors summoned to form a curriculum development team must comply with what is established in the
instructor profile of the training program. . And they will be summoned through the knowledge network strategy to
3
form the Curriculum Development teams. One of the instructors summoned to the Curriculum Development day will
assume the role of pedagogical advisor who must have experience in the development of training projects.
2 It refers to the competence of promoting the ideal interaction with others, with oneself and with nature in current programs, for programs GFPI - G - 012 - V1
The training programs developed since 2017 will include the key and transversal competencies that are part of the integrality of the training.
3 Each of the competencies of the curricular design of the training program establishes the profile of the instructor.
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curriculum development day.
7am
will advise the team during the
Note: Instructors of institutional policy competencies (key and
transversal) will participate in up to three training programs
simultaneously to develop curricular development.
Table 1 presents the number of instructors to be summoned for the Curriculum Development sessions according to
the type and level of the face-to-face training program.
Table 1 . Curriculum Development Team Members
Program level Members of the Equipment

of
In-Person Curriculum Development
Technologist 1 lead instructor
4 Technical instructors
Technological Specialization 1 lead instructor

Technical 1 lead instructor

Operator Technical Deepening 1 lead instructor

Assistant 2 Technical instructors
Complementary 1 lead instructor

1 Technical instructor
6.1.2 Curriculum Development Teams Virtual or Distance Modality
The Curriculum Development teams for the virtual or distance programs will be formed as established in the
document published in CompromISO GFPI-AN-006 Annex formation of technical-pedagogical teams and production
lines.
6.2 Work Plan Curriculum Development Teams GFPI-G-012-V1
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The Curriculum Development teams formed prepare a work plan through which they will develop the
necessary activities to build the didactic resources of the training program according to modality. This Work Plan is a
record of the Curriculum Development procedure, so evidence of its preparation must be left using any tool for this
purpose; It must contain the date of preparation of the plan, information from the Curriculum Development Team,
name and code of the program that is the object of the curricular development, products to be delivered with dates
and those responsible. According to the training modality; For face-to-face programs, it must be socialized with the
Curriculum Production Group of the General Directorate, for programs in virtual or distance mode with the Virtual
Training group, in order to start the programmed activities.
The curricular development teams in person will support the work strategy with the use of information and
communication technologies, such is the case of the frequent use of the LMS provided by the entity, which allows the
registration and progress of the products to be evidenced. arranged in the curriculum development procedure.
The Curriculum Development teams in virtual or remote mode will work 100% mediated by Information and
Communication Technologies.
The estimated times to carry out the curricular development of a training program are established from the
preparation of the team's work plan to the delivery of the training projects, pedagogical planning, learning guides
and other records arranged in the curricular development procedure according to the type of training (graduate-
complementary) and modality (in-person, virtual and distance). The times are cited in table 2, presented below.
Table 2. Curriculum Development Preparation Times for training programs by modality GFPI-G-012-V1
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Level of In-Person Programs Virtual Programs or

the
Distance
program
Technologist 500 hours distributed in 1280 hours distributed
maximum 4 months maximum in 9.5 months
Specialization 300 hours distributed 640 hours distributed

Technological maximum in 2 months maximum in 5.5 months
Technical 380 hours distributed 800 hours distributed

maximum in 3 months maximum 6.5 months
Assistant/Operator 200 hours distributed N/A

maximum in 1.5 month
Complementary 40 hours distributed 80 hours distributed

4
maximum in 1 month maximum in 1.5 months
The times for curricular development and didactic adaptation of virtual and distance programs vary in time
with respect to in-person training; since it involves taking the prepared teaching resources to multimedia language
and technically arranging them in the LMS.
6.2 Input Elements to Prepare the Curriculum Development of a Training Program
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4 The time for complementary training programs varies depending on the duration of the program, which ranges from 40 to 440 hours. Likewise, you can have more than one technical
instructor or expert in the area without exceeding three (3) members.
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The input or input element for the preparation of Curriculum Development is described in table 3.
Table 3. Input Element

Description Fountain Application
Design SOFIA Plus application Document Referrer that contains the

Curriculum of components curricular, results of
Program of learning and program evaluation criteria.
Training
For qualified training programs, the program must be
in execution status, since the system does not allow
the creation of training projects in other states.
For complementary training programs the program

must be in approved status.
System of http://biblioteca.sena.edu.co/ Databases with available literature in all occupational

Libraries areas, and a repository of documents and
SIGN institutional memory, input for the construction of
training projects, pedagogical planning and learning
guides.
7. GUIDELINES FOR FORMULATING THE TRAINING PROJECT
The preparation and registration in the SOFIA Plus application of the training project applies only to qualified
training programs, and is formulated by the curricular development teams through the SOFIA Plus application. The
team can consult if there are projects associated with the program which they can use as a reference, to formulate
one based on it or formulate a new one if the existing ones do not meet the stated needs.
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7.1 Nature of the Training Project
Project-based training is a methodological strategy that allows linking real problems in social and productive
areas for the development of learning processes. The formulation of the project is an exercise carried out by the
curricular development teams, based on their experience, suitability, knowledge of the context and seeks to achieve
the learning results defined in the training programs through its execution. .
This strategy confronts learners with situations that lead them to rescue, understand and apply what they
learn when solving problems in the scope of their training context. In this direction, apprentices take greater
responsibility for their own learning, by applying their skills and knowledge in real projects.
The project is the input for both planning and educational administration. Generally, a project is formulated,
but depending on the conditions, several sub-projects can be formulated. The important thing is that their sum
allows the learning results of the program to be achieved.
“Training by projects, which should not be restricted to the completion of a project as a restrictive and
closed interpretation of this expression might suggest. Training by Projects is conceived, from a broad and
methodologically integrative vision, which has in the Projects the basis of the training activities that are proposed to
the apprentices in a Curricular Structure and that incorporates other Active Didactic Techniques that complement
them, thus promoting situations of learning in accordance with the objectives and competencies pursued” (Xavier
Carrera, 2007).
From the SENA Technical Unit it is established that "The project is a management instrument that foresees
and organizes technical-pedagogical and administrative planning actions" (SENA, 1985).
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Therefore, the project-based training methodology established by the entity should not be confused with the
didactic technique of the project method.
7.2 Fields of the Training Project to be Completed in the SOFIA Plus Application
Below are some fields established in the SOFIA Plus application in order to provide guidance for its
formulation.
7.2.1 Basic project information
Based on the items established in the application, the structure of the project must take into account the following:
• Training project name
It is written with clear and complete meaning. It must synthesize or condense its central idea, give an
account of the final product or service and the context in which it will be carried out (population to which it is
directed, locality, region, institution, company, etc.). It is directly related to the general objective of the training
project
• Training program to which it responds
It must explain the level of the titled training program, the name of the program, code and version.
• Estimated time for project execution (months) GFPI-G-012-V1
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The project time corresponds to the duration of the program, since at the time of registering the project the
system includes by default the learning result of the productive stage, the duration of the productive stage must be
registered in the application according to what is established in the curricular design of the training program.
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• Search keywords
It contributes to its placement in the project bank of the institutional platform. Words related to the central
idea of the project are used.
7.2.2 Project Structure
• Statement of the problem or need that you intend to solve
It can respond to a need or an opportunity. It clearly and concisely describes the current situation, which
must respond to realities close to training, achievable and possible to demonstrate in terms of its final product. The
problem must have a solution even if it is not unique.
As Méndez expresses it, “The approach to the problem begins with the identification and description of the
symptoms that are observed and are relevant to the situation, relating them to the causes that produce them.” (1993,
p.29).
To address the problem, among other methods, the following are suggested:
Cause - Effect Diagram
Problem Tree
Pareto chart
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• Project justification
It is presented in an argumentative text, which clearly explains the reasons (benefits and advantages) why
the project contributes to solving the problem.
For writing the justification, some guiding questions are:
Why is it important to execute the project?
What benefits are obtained by solving the problem at hand?
• General objective
The general objective of the project must reflect the solution to the proposed problem. It is written as a
single action (infinitive verb) on an object that delimits the scope of the project. Guides the development of the
project by specifying what is intended.
The verb to use must be measurable and verifiable.
• Specific objectives
The specific objectives explain how the general objective will be achieved. They detail the processes that
must be carried out to meet the general objective. These must be reflected in the different activities within the
project phases.
The specific objectives are the reference for the approach of the project activities.
They are stated with a verb in the infinitive, which denotes a specific action and whose scope is verifiable and
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• Scope
This section specifies the expected coverage of the project, in terms of the limits of the following variables:
• Project beneficiaries
The final beneficiary(s) is specified, for which a response is given from the problem statement. They can be
natural or legal persons, groups, populations, communities, territorial entities, etc., internal or external to SENA, on
whom the benefits of the project fall.
• Impacts
They are the possible qualifying and quantifiable effects (indicators) that are achieved in the beneficiaries of
the project at the level of:
Social: Specifies the contribution to the well-being achieved in the beneficiary population with the product or service
that is the object of the project.
Economic: Accounts for the contribution of the project in relation to productivity, quality, costs or economic benefits
for the beneficiary population.
Environmental: Specifies the contributions that are achieved for the adequate use and preservation of natural
resources and environmentally friendly technologies.
Technological: Recognizes the achievements obtained from the conception, innovation and use of new procedures,
trends and technological resources.
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• Restrictions or associated risks
Internal and external factors, situations and events that may affect the normal development of the project.
Contingency measures should be established whenever possible.
• Project products or results
Describes the tangible or intangible, intermediate or final products or services that are developed in the
project. They are correlated with the objectives set in the project, at least one product for each specific objective.
• Innovation/technology management
In this section, the probabilities that the project has regarding innovation are evaluated. The answer is YES or
NO depending on the case.
To define the type of response to some questions, keep the following in mind:
YES is only answered when the project solves a need for one or more companies. And the answer is NO when the
project responds to a social need of a community.
If the project gives rise to patents in accordance with intellectual property regulations.
If products and/or services are obtained from the use of innovative technologies in the context of the project
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• Productive assessment
Accounts for the possibility of satisfying the need of a potential client (a single person, group, company, etc.)
• Project feasibility for business plan.
It is considered to what extent (high, medium or low) the project is likely to be presented and financed by project
support programs.
7.2.3 Project planning
To solve the problem that arises in the project, an articulated and cohesive action scheme is proposed that
accounts for the moments or stages to be developed (Phases), which have a methodological sense that allows the
definition, organization and coherence of the project activities. In this direction, the phases and activities must
respond to the problem statement and the stated objectives.
• Project phases
From the approach of the Project Training strategy, the project phases must be defined, whose
methodological sense allows the definition, organization and coherence of the project activities which must integrate
all the learning results, including from its conception, planning. , until its implementation and evaluation
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• Project Activities:
Large, integrative actions, of a technical or technological nature, that are formulated in each phase of the
project, contribute to the solution of the problem, they must be coherent, necessary and sufficient to achieve the
project objectives.
The set of project activities must provide a solution to the problem posed and must be written as thick
activities, which will then be disaggregated into learning activities (in fact, the achievement of the project activities is
ensured through the learning activities), For example, in the analysis phase we must find diagnostic activities,
characterization, state of the art, among other things; In the planning phase, the project activities point towards
actions that allow organizing the process to be developed, for example developing work plans, designing solutions,
scheduling the activities to be carried out; In the execution phase we find activities such as launching the work plan,
carrying out the actions planned in the previous phase, in this phase the technical aspects of the training project are
generally found; In the evaluation phase, activities are proposed to verify what has been executed, control activities,
review activities, and deliver what has been prepared on time.
The project activities are written with an infinitive verb and a concrete object. It is suggested to define a
minimum of two project activities per phase.
• Learning outcomes
For each project activity, the learning outcome(s) that its achievement is guaranteed must be associated.
This association is carried out with technical and pedagogical criteria, in such a way as to ensure coherence, relevance
and achievement of learning results.
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• Associated competence
It corresponds to the competency(s) associated with the defined learning outcome.
• Project Organization
Human talent (instructors and trainees) necessary and the learning environments required for the
development of the project.
• Description of the required learning environment
Detail the characteristics of the environment, compared to the technologies required (face-to-face, virtual
and remote environments). For virtual and distance training, the construction of the learning environment will be
done following the guidelines of GFPI-AN-004 Discussing aspects for developing seeds in virtual and distance modality
and GFPI-AN-007 Methodology for the production of teaching resources
• Resources associated with the project
For each of the project activities, state the amount of equipment, tools, human talent and materials
required, calculating the approximate cost of each item per activity. (consider resources for face-to-face training and
virtual and distance training)
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For the development of Comprehensive Vocational Training processes in the approach to

Competence Development and Project-Based Learning resources constitute an important factor.
A resource is commonly understood as any means, person, material, procedure, etc., that fulfills a support
purpose and is incorporated into the process of both teaching and learning so that the Learner reaches the upper limit
of his or her capabilities ( ZDP) and thus enhance their learning.
The prescription of teaching resources, particularly in the Pedagogical Planning of the Training Project, and
Learning Guides for their use in training actions must facilitate and allow learners to learn to get involved in the
processes actively; thereby allowing possibilities for exploration, discovery, creation and reworking, and most
importantly, integration of previous experiences and knowledge into learning situations to generate new knowledge.
The idea that training materials and the elements and conditions related to industrial safety, occupational
health and the environment should enrich the learning environment is irrefutable, given that it supports both the
Instructor and Apprentice in the creation of interesting learning situations. , playful and meaningful, promoting
interaction between peers and therefore promoting the development of social skills and abilities. Through its use, in
addition, learners recreate lived experiences, solve problems, pose questions and hypotheses, anticipate situations
and carry out new explorations and abstractions.
Training materials, learning environments and elements and conditions related to industrial safety, occupational
health and the environment are characterized by their purposes, some of them being:
Resources as mediating elements tend to favor the relationship between the object of knowledge and the Learner.
Promote comprehensive learning in apprentices.
Promote instances of recreation, creativity and expression of ideas, feelings and emotions.
Facilitate the socialization of learners through individual and collaborative work. GFPI-G-012-V1
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Promote and strengthen educational innovation and mediation in instructors, in the face of the challenge proposed by
new technologies (ICT).
Support the didactic and pedagogical action of the instructor.
7.2.4 Estimated Resources
Enter the estimated total global value of the necessary resources and the budget item that can be affected
within those existing in the financing of activities in the Training Center.
7.2.5 Team that participated in the Formulation of the Project
The Curriculum Development Team that participated in its formulation is recorded, as well as the human talent from
the different technical, technological and humanistic areas that participated in its formulation, (if applicable).
7.3 Review of the Training Project
The lead instructor of the team that formulated the project will manage the review of the training project,
with the Pedagogical Team of Center , relevant to the program network, to determine its viability. This team must
4
carry out the review within the week following its formulation so that the academic coordinator can publish it, if it
meets all of the criteria established in the “verification of the viability of the Training Project” provided in the
4
According to SENA resolution 184 of February 2013 ""By which the functions of the Pedagogical Team of the Comprehensive Vocational Training Center are formed and established" are
functions of the center's pedagogical team. Verify the viability of the training project according to the procedure of the FPI execution
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application.
8. GUIDELINES FOR PREPARING PEDAGOGICAL PLANNING
8.1 General considerations
First of all, it must be noted that all human activity involves a subject who carries out a set of actions and
operations based on motives on an object of reality that is transformed through the use of means under certain
conditions. This transformation, oriented according to a stated goal or objective, must generate expected products or
results.
The importance of planning any type of human activity as well as the characteristics of effective and rigorous
but at the same time flexible planning has been the subject of analysis and studies by various authors in both the
educational and business fields.
Whether from the perspective of Leontiev or Deming, or that of any other expert author on the subject, it
highlights the importance of planning in any type of human activity that aims to be effective and of quality; That is, it
has claims to meaning and coherence. All the more so if what is involved is the activity of the instructor or the
apprentice in the context of a training process in which the subject is the instructor and the object of transformation is
not just anything but a human person whose transformation implies its Comprehensive Human Development through
learning processes.
The key process of Pedagogical Planning is the Design of Learning Activities. For this reason, it is necessary to
carry out a detailed analysis of the components and processes of human activity from the perspective of AN. Leóntiev
and other authors for which the study of the foundation document related to Learning Activities is recommended.
Pedagogical planning constitutes an essential task for achieving quality education. Planning, from this
perspective, means establishing what should be done. GFPI-G-012-V1
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during the teaching-learning process, how it should be developed, through what specific is
actions and those responsible, at what time and place, taking into account the goals (Learning
Results and expected products of the Training Project) and the mission of the educational institution, it is That is, to
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the needs of the apprentice in coherence with the productive and social assignment made to the training entity.
The pedagogical variables that SENA has established in the development of Pedagogical Planning are:
The knowledge of Knowledge
Process knowledge
Learning outcomes
Evaluation criteria
Learning activities in the areas of cognitive, procedural and evaluative-attitudinal development; They are
individual or group and in-person or unschooled.
The duration of learning activities
The active teaching strategies used.
Learning environments including scenarios, elements and conditions related to industrial safety,
occupational health and the environment, training materials and responsible instructors.
The description of the evidence of learning.
As a general rule, the characterization of each of these variables depends on the analysis of the immediately
preceding variable. This means that there is a logical order in the determination of the variables that make up
Pedagogical Planning.
From the pedagogical point of view, the variable from which we start (independent variable) to determine the
rest of the variables are the combined sets of Learning Results. The term combined sets refers to what is hereinafter
referred to as GFPI-G-012-V1 in any analysis undertaken to design learning activities and, in compliance
of the principle of comprehensiveness of Vocational Training, the planning of learning results of a specific nature must
be carried out, as well as those of comprehensiveness of training. 5
It should be noted that the pedagogical work itself within the framework of pedagogical planning is carried
out not from the analysis of the competencies themselves, but from the pedagogical analysis of the learning results
that comprise them.
5 The learning results of the comprehensiveness competencies are given in the curricular designs by the competency of promoting GFPI - G - 012 - V1
ideal interaction with others, with oneself and with nature, for programs developed before 2017, for new designs they are called
key and transversal competencies
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The aforementioned logical order, which obeys the cause-effect principle, operates as follows in the GFPI-F-
018 Pedagogical Planning format matrix once all the variables have been characterized: If the development of learning
activities occurs; learning outcomes are achieved; whether learning environments and training materials are available;
they can develop active teaching strategies and so on.
In summary, a logical principle that must be taken into account when preparing Pedagogical Planning is the
application of the logical cause-effect principle, which is expressed as follows: If A -----------------» B
A being any column on the right in the aforementioned format and B being the column immediately to the left.
To prepare the Pedagogical Planning, the formation of the Curriculum Development team must take into
account both the participation of instructors from the technical or technological component and the
comprehensiveness component (the comprehensiveness component applies to qualified training programs), In this
way, interdisciplinary work is possible based on problem resolution.
It is also important to ensure the suitability of all members of the Curriculum Development team, through
compliance with the profiles stipulated in the Curriculum Designs of the training program.
A crucial aspect is the attitudinal component of the team members in relation to collaborative work, mutual
support, listening and argumentation, as well as the establishment and fulfillment of the agreements necessary to
meet the objectives. The competition
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instrumental and attitudinal dimensions, must be developed to the maximum and exercised at all times by this team.
The team must not lose sight of the fact that it is about developing the work and comprehensive skills of the
trainees and that performance based on problem resolution takes precedence. Knowledge in the context of
competencies is a means, not an end.
The planning must be prepared in such a way that throughout the training process the instructor(s) who will
guide the training, promotes autonomy, critical spirit, research, information management, and the use of ICT in the
trainees. and collaborative work, based on the learning activities that are formulated.
8.2 Aspects to Take into Account in Pedagogical Planning
8.2.1 Qualified Training
To prepare the pedagogical planning of a titled training program, the Training Project must be taken as a
reference, which establishes one by one the durations of each Project Activity . As each activity of the training project
includes a certain number of specific learning outcomes, it is easy to establish which of these should be worked on in
a given period or period of time, programming the minimum training environment and associating the required
training materials, as well as that the elements and conditions related to industrial safety, occupational health and
environmental management.
This information is needed when the curriculum development team begins the preparation of the
Pedagogical Planning.
It is convenient to maintain regular periods of time for the Pedagogical Planning sequences of a Training
Project, whether quarterly, monthly or weekly. The Curriculum Development team will agree on the period of time
stipulated for their pedagogical planning sequences and whether these periods will be regular or vary over time.
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Whatever the decision of the curriculum development team, it is important to apply in all cases u
the principles set out in these guidelines for the preparation of Planning.
Pedagogical
The criteria to stipulate the duration or quantitative dimension of the Pedagogical Planning are at the discretion of the
Curriculum Development team, always in coherence with the duration stipulated for the development of the
competencies contemplated in the Training Program. This will depend on circumstances such as the availability to
convene the curriculum development team and the levels of complexity of the learning outcomes contemplated in
the training project.
Integration of Learning Outcomes
In accordance with the Curricular Design of the training program, SENA carries out its training action through
Specific and comprehensive Competencies. 6
These competencies give rise to both specific and comprehensive
learning results, which must be interwoven interdisciplinary in the development of the pedagogical planning of
training projects.
The curriculum development team must analyze the sets of specific learning results of each pedagogical
planning to have criteria that allow the integration of comprehensiveness competencies, based on the specific ones
with the highest degree of relevance, systematicity, coherence, proportionality and continuity.
It is important to note that for the new programs created after 2017, the key and transversal Competencies
have been assigned a specific number of hours for their development and that this condition must be respected and
taken into account - proportionality criterion - in the preparation of the Planning. Pedagogical. For programs of
previous validity, the competence to promote ideal interaction with others, with oneself and with nature must be
integrated into pedagogical planning.
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In any case, the curriculum development team has the power to make the decisions that it considers most
appropriate for each particular situation in context, both quantitatively and qualitatively, with the condition that
logical and objective criteria are maintained for the distribution of the curriculum. Specific and comprehensive
Learning Results, as well as the pedagogical principles for the Design of Learning Activities and the rest of the
pedagogical variables.
• Antecedent-consequent criterion
This criterion refers to the logical sequence of before and after in the development of the training process of
the Learning Results of each of these competencies. It is about identifying the knowledge of knowledge - and the
Learning Results - that must be worked on first and that serve as a basis for the development of subsequent
knowledge. The criterion about which knowledge (of the Competencies of the training program) should be worked on
before and which after, is obtained from the analysis of the nature of the object of study of each of the disciplines
that underlie these Competencies.
• Relevance Criterion
What is pertinent is what corresponds to or belongs to something. The specific learning outcomes of the
training program will be articulated and developed based on the comprehensiveness learning outcomes; This is in
order to maintain the institutional vocation of training for work.
Example:
If a specific Outcome indicates that “Develop preventive maintenance of machinery and prepare a
prospective report on the preventive maintenance needs of the production plant”, the Communication Learning
Outcome that “by nature”, that is by relevance, it would be “Write documents of a narrative, descriptive,
argumentative and informative nature”, and the learning activity that would be designed in this case would be to
prepare productive reports and/or on the maintenance needs of the equipment that they make up the production
plant…”, etc.
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The relevant learning outcome of Ethics would be to “assume the human condition na
through the practice of universal ethical principles and values and the learning activity could be
to “carry out an argued debate on the causes and consequences of preparing production reports and maintenance in
a responsible and careful manner or to develop them in a careless and irresponsible manner.”
This is a way to implicate or pertinently relate the learning outcomes contemplated in the training program.
• Systematicity criterion
This criterion deals with the coherent relationship between the conceptions, components, strategies and
processes that make up the institutional educational task.
In the context of pedagogical planning, it points out the need to conceive and design the different competencies and
their learning results, as well as training projects, within the systemic approach in order to achieve the highest level of
understanding, quality and effectiveness of the training process. . In a system, the components are interrelated in a
logical and coherent manner; and the system oriented towards the same end.
The system generates “emergent” properties and results that would not be achieved if the components are
worked in a disjointed manner. These emergent properties of the system enhance the training process. Likewise, the
systemic approach guides the planning and development of all types of activities of instructors and trainees, of the
educational community in general, as well as the allocation of resources and determination of time.
Within the systemic approach, the actors, processes, resources and strategies of the training process do not
act in isolation but rather as coherent subsystems in such a way that the fulfillment of the institutional mission is
facilitated from a holistic perspective.
• Coherence Criterion
This criterion, related to the previous one, refers to cohesion, to the logical connection between the parts, so
that the conceptions, purposes, components, relationships, strategies and resources used in the development of the
training processes present the character of unity. This
It is the criterion par excellence of documents such as Agreement 12 of 1985 or, Technical Unit. This GFPI-G-012-V1
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Criterion must be taken into account by the curriculum development team when linking learning outcomes to the
training program.
lar
• Continuity Criterion
This criterion indicates that in all Pedagogical Plans and in all the Learning Guides that arise from them, there
must always be combined sets of the learning results of the training program. There will be no Pedagogical Plans or
Learning Guides with only Learning Results of the technical component or the social component.
8.2.1 Further training
In complementary training, no training project is formulated or recorded in the SOFIA plus application; the
pedagogical planning in complementary training is prepared directly taking the curricular design of the training
program as a reference.
8.3 Implicit Variables in Pedagogical Planning
Pedagogical Planning constitutes a phase of the training process corresponding to the field of didactic
instrumentation; that is, the implementation of the principles and criteria established in the curricular design of the
training program.
SENA has established the following variables for the preparation of pedagogical plans: learning results,
learning activities, duration of learning activities, teaching strategies, learning environments (including scenarios,
training materials and responsible instructors and the elements and conditions related to industrial safety,
occupational health and the environment), the evaluation criteria and evidence of learning (knowledge, performance
and product).
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The preparation of the pedagogical planning begins with the registration of the initial data in the GFPI-F-018
Pedagogical Planning Format. To formulate the learning activities in this format, the learning results for each
competence must be taken as a reference, in such a way that each learning activity formulated is oriented towards
the achievement of these learning results. If it is a titled training program, they must also account for the project
activities; In this way, the phases of the project and the objectives proposed by it will be met. It is also time to
emphasize that the project activities must be taken into account in the design of learning evidence (for qualified
training programs).
In general terms, in the design of learning activities, the development of the cognitive, procedural and
evaluative-attitudinal dimensions must be taken into account. Likewise if the activities are individual or group in
nature as well as if they are in-person or unschooled. This information must be clearly stated in the Pedagogical Plans.
There are two moments for the design of Learning Activities:
In the first moment in the Pedagogical Planning, the activities that seem the most appropriate in a general
way and as performances are stated, only, unlike the Learning Results, whose statements are intended as behavior or
final performance in the productive or social field. (World of Life), the prescribed performances in the case of Learning
Activities correspond to the area or scope of knowledge construction . Carrying out all of these activities has as a
consequence (cause-consequence) the achievement of the learning result under analysis. In accordance with the
above, the learning activities are stated in the linguistic form: VERB (INFINITIVE) + OBJECT + CONDITION. V+O+C The
condition can serve to maintain the systemic nature and coherence of the set of statements.
The second moment; As a guiding criterion for the design of Learning Activities, they must answer the
question: What must the learner do in the cognitive, procedural and evaluative-attitudinal orders to achieve a certain
Result or set of Learning Results?
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From a quantitative perspective, in the competency approach, the highest level of the ral
statements in the V+O+C form corresponds to the competency. From there and from a more
general level to progressively more detailed levels of particularity, the Learning Outcomes follow and then the
Learning Activities. The answer to how - the learner should proceed to, in the cognitive, procedural and evaluative-
attitudinal orders, achieve a certain Result or set of Learning Results - is the object of the design and development of
the Learning Guides. Therefore, Pedagogical Planning constitutes a rather general structure of the training process
that is later detailed in the Learning Guides.
8.4 . Quantitative and qualitative criteria for the design of learning activities
8.4.1 Quantitative criteria for the design of learning activities
Regarding the number of learning activities that must be designed for a certain number of learning
outcomes, it must be taken into account that the former present a high level of generality and their pedagogical
breakdown is carried out in the Learning Guides.
Another criterion that must be taken into account is economy. That is, as a general rule, training times are
short, which implies resource- and time-efficient learning processes. The above means that the linguistic structure of
the statements must be as concise and precise as possible, avoiding very long statements. These statements must be
equally dense from the semantic point of view, that is, from their meaning. In a few words express a lot of meaning.
There is no mathematical rule when calculating the appropriate number of Learning Activities in relation to
one or more Learning Outcomes. This essentially depends on two factors: the first is the nature of the knowledge
object implicit in the Learning Results; the second is the levels of complexity presented by both the Learning Results
and the Learning Activities that have to be designed.
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A learning activity can be aimed at achieving several learning

outcomes.
Several learning activities can be aimed at achieving a single

learning outcome.
• Cover the three (3) areas of development, cognitive, procedural and evaluative-attitudinal. ( know,
Make be ).
Figure 1. Quantitative Criteria to formulate learning activities
8.4.2 Qualitative Criteria for the Design of Learning Activities
• Determine the expression model(s) that most correspond to the design of learning activities oriented towards
achieving learning results according to the nature of the object of study and its complexity.
• Determine if the activity is individual or as a team.
• Determine if the modality is in-person or unschooled. In the second case the activity
may or may not use digital resources on the Internet (virtual training).
• They are carried out by the apprentice in the context of the Training Process and their execution implies
necessarily the achievement of learning outcomes.
• They motivate the learner because it corresponds to their interests, their learning style and their
Execution is possible in various contexts and through various sources of knowledge.
• They are consistent with the type and level of training of the Apprentice and with the skills that are
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• They are written with the structure: Verb, Object and Condition (V+O+C). The verb uses is
transitive and is expressed in the infinitive mode (ar, er, ir). It is suggested to consult the document
foundation related to “Verb Taxonomies”.
Table 4 . Example of designing learning activities for a combined set of learning outcomes
Duration
Learning result Learning activity

(Hours)
RA-1 Cognitive Development Area: 6
• Appropriate the general concept of system and block system, crankshaft and
camshaft, Piston and connecting rod system, Cylinder head system, Timing
Carry out car engine repair according to
system, Cooling system, Lubrication system and Fuel system
protocol
fuel. 2
stated in the repair manual
NOCNCS/MA-511/04 • Classify engines according to brand, displacement and number of cylinders.
• Describe the basic principles of engine operation, intake, 4

understanding, explosion and escape... (And others necessary according to
RA-2
the object of knowledge)
Procedural Development Area:
Prepare the monthly report of services

provided included the applicationof
spare parts to maintain stock according to 2
the
• Prepare the necessary equipment and tools as stipulated in the
volume of maintenance services provided. repair manual
• Generally diagnose engine failures from the

driver information and protocol tests.
6
RA-1 (ETHICS) • Repair the cylinder heads and valve train following the
repair manual protocol. (And other necessary according to the object of
knowledge)
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through the practice of Universal Ethical
Principles and Values. • Prepare in electronic media the lists of the services provided
monthly maintenance recording the identification of clients, the duration of
services, the spare parts used and the cost of labor.
RA-2 (COMMUNICATION)
4
Write narrative, descriptive, explanatory, Value-Attitudinal Development Area:

instructive and informative texts with
syntactic, semantic and orthographic
correction, according to standards and Analyze the effects generated, for the company and customers in the area of
requirements of the contexts automotive maintenance, by workers who do not concentrate and work carelessly.
2
Productive and Social.
Analyze causes and consequences of using second-hand spare parts in engine

2
repairs and ensure that new original spare parts were used.
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The above is an illustrative example, not exhaustive, subject to improvement by
expert instructors in each area.
Learning activities can be synchronous, that is, the presence of two or more
Instructors may be required at the same time and in the same scenario, or they can be
asynchronous, in which case, the activities take place at different times and in different
spaces with the condition of maintaining the coherence and systematicity of the entire
training process.
Assign durations to each of the learning activities. Care must be taken that the sum of
the times of the learning activities correspond to the durations established in the training
project (for qualified training) for the sequences of learning results.
Determination of active teaching strategies. These constitute a set of procedures

proposed and used by the executing team of instructors in an intentional and planned
manner, in order to facilitate the development of learning activities.
Note that a learning activity designed from the active approach corresponds - like the
other side of a coin - to a certain Active Didactic Strategy. You can get support by consulting
the document
Characterization of the learning environments including the scenarios, the required

resources and the determination of the instructors responsible for the execution of the
training process.
Structure the evaluation plan of the training process .
To complete the GFPI-F-018 Form, those contemplated in the Training Program and
relevant to the Learning Results sequences worked on in each Pedagogical Planning are
brought to the Evaluation Criteria column.
Based on these criteria, the analysis of the Training Project and within a focus
systemic and coherent, the executing team designs the Evidence of Learning that the learner
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It is important to highlight at this time that the executing team of instructors must carry out
an analysis of the Training Project seen as a whole so that in the design of the Evidence of
Learning what is stated in the various Phases and Activities of the Project is taken into
account. , as well as the products contemplated therein, which adds added value to the
Training Project that it would not have if said evidence is designed solely from the analysis of
the Learning Results involved.
9. GUIDELINES FOR PREPARING TEACHING RESOURCES
9.1 Learning Guides
The Learning Guide is a teaching resource , consolidated as a text, that facilitates the
development of active learning focused on the Learner. Through these, the competencies of
the training program are developed, inherent to the learning domains: attitudinal, cognitive
and procedural assessment, fundamental for the achievement of the Learning Results
contemplated in the Training Programs.
The Learning Guide, institutionally designed from a cognitive and constructivist

approach, generally seeks to energize an active and participatory pedagogy and takes into
account factors, elements, inputs and strategies that research studies have shown allow
improving learning results and the development of competencies, privileging process learning
based on holistic didactics, with research characteristics. Regarding its structure, it is based on
the design of systemic activities that learners develop both individually and collaboratively.
Despite being aimed at learners, the Learning Guide constitutes a resource to

implement Pedagogical Planning when guiding training processes. Likewise, the guide is an
articulator par excellence between training-training
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in service, texts, curricula and pedagogical practices. Therefore they articulate learning styles
and contextual characteristics, as well as pedagogical research.
It is important to highlight that the guide fulfills, through learning activities, specific
functions among which we can highlight:
• They focus the process on the activity of the Learner.

• They promote different learning styles.
• They integrate content and processes.
• They promote the development of higher thinking skills and different types of thinking ,
such as critical and analytical reasoning, among others, as well as the development of
specific, basic and transversal skills.
• They give meaning to learning by guiding the Learner to practice it and transfer it to real
situations in their productive and social lives, which also promotes a close relationship
with values.
• They promote self-assessment, formative and educational evaluation during the process.
• They promote the social construction of knowledge.
• They take into account the learning styles and prior knowledge of the learners.
• They facilitate the planning and development of pedagogical actions.
It is important to highlight that the guides take into account the main aspects that affect the
improvement of learning, such as the real use of texts, the improvement of pedagogical
practices and the dedication of more time to learning.
• .1.2 Form and Background Structure of the Learning Guide
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It is natural that, like any object of knowledge, the Learning Guide is configured by a
set of elements that constitute the structure of form and substance respectively.
• shape structure
The Shape Structure is determined by the GFPI-F-019 format. The primary element of
this structure is the Identification of the Guide , which describes the data related to the name
of the program, name of the project, phase and activity of the project, the associated learning
results, both of the technical and social components. , and the duration for the study and
development.
• Background structure
The background Structure is made up of a systemic set of interdisciplinary activities,

designed by the Team of Instructors through which the Learner understands, constructs,
demonstrates, applies and transfers the knowledge, procedures and values appropriate for
the resolution of Problematic Situations. . They are also considered “performances” where
competencies are actually demonstrated.
Regarding the systemic structure of the learning activities, following the logic of
process learning and meaningful learning, the guide provides for its design for subsequent
development taking into account the following sequence:
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Figure 2. Systemic Structure of Learning Activities
Before formulating the activities in the learning guide, read the different types of
learning activities that you can develop based on a systemic structure, presented below
• Initial Reflection Activities
Generally, learning follows a sequence of three global moments: before learning, while
learning, and after learning.
The activities of the Initial Reflection constitute the first moment, that is, “before learning.” The
purpose of the proposal of activities (which are not prescribed in the Pedagogical Planning, given
that those inherent to the second moment are raised there, “while I learn”) is to promote
awareness processes in the Learner, this means, promote the importance of it being the one
who discovers the felt need for knowledge, which will be clarified with the study and
development of the proposed activities; Likewise, it seeks to promote self-esteem, the
importance of help, collaborative work, among other aspects.
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In other words, this moment, with the problematic situation that arises there, seeks the first
positive predispositions towards the learning process and the vision of success with the work
carried out. Likewise, it seeks to foster curiosity and ensure that both learners and instructors
are able to question the situations that surround them, resorting to creativity and innovation
and valuing uncertainty as a potential aspect of reality.
Being an inherent and also unavoidable task of training, initially in the hands of the Instructor,
to promote the development of various cognitive functions and types of thinking, at this
moment the relevant development of some of these begins, such as notional, analogical, pre-
conceptual, inferential among others.
COGNITIVE FUNCTIONS
AWARENESS Menial
monitoring
Predisposition to
learning • Explore learning situation
Prepare metacognition • Organize previous information
' Facilitate experiences with
meaning person I
• Relate past and future events
• Discriminate situations, objects , rules
To divide:
Problematic Problematic Situation,
Figura 3. Activities Problematic Situation
Raise a Problem Situation:
Consistent with the philosophy of Project Learning, which denotes the importance of
promoting inquiry and research, it is important that this moment begins with the formulation
of a Problematic Situation, which we can interpret as a context of collective participation for
learning. in which learners, by interacting with each other and with the Instructor, around an
object of knowledge, energize their activity in the different domains of learning, generating
processes leading to the construction of new knowledge. Thus, it must allow action,
exploration, systematization, confrontation, debate, evaluation, self-evaluation,
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hetero evaluation. Likewise, this constitutes a pedagogical situation that allows the Learner to
ask themselves what needs to be resolved and is characterized by generating intellectual
activity, with high cognitive mobility. It is necessary to consider that the Problematic Situation
persuades the Learner to express their concerns, it must be interesting enough to motivate
playfulness for learning, encourage the process of searching for knowledge and try to exhaust
the formal knowledge of the learners.
The Problem Situation is built based on the Learning Results and constitutes a good starting
point to face the common problems that arise from the interpretation of the needs of the
productive and social contexts represented in the Training Projects.
From the Problematic Situation , as a starting point, and from academic reflection, processes
emerge for the formulation of Problematic Questions , as well as the beginning of a didactic
cycle that generates the development of higher-order thinking skills such as describing,
reflecting, analyzing. , compare, contrast, conclude.
Figura 4. Problematic Situation as a Starting Point
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• Contextualization Activities and Identification of Necessary Knowledge for the

Learning
The activities proposed here continue to be part of the first moment of learning, that
is, "before learning", they are a consequence of the activity proposed in the Problematic
Situation and begin significant learning understood as a process in which a relationship is
established substantive, non-arbitrary between the object of knowledge to be learned and
what the Learner already knows.
The essential characteristic is to allow the Learner to identify knowledge built from previous
experiences in order to promote both self-diagnostic evaluation and metacognition and which
can be guided through various techniques such as questions, brainstorming, socialization of
experiences, exchange of methods and ways of doing things, observation activities.
• Appropriation Activities
These activities focus on the integral construction of knowledge: concepts, procedures, values
and are described verbatim, as they “appear” in the Pedagogical Planning, (copy and paste).
Theorization or conceptualization is typical of the second moment of learning, “while I learn”,

which begins here and whose purpose is to develop capacities for the elaboration of
conceptual frameworks, the construction and appropriation of the knowledge inherent to the
competencies of the training program. training, the construction of procedural algorithms and
the implementation of practice, (know-how) in accordance with the contributions of experts
constituted as scientific and academic communities and where the Instructor assumes the
mediating function as an expert.
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COGNITIVE FUNCTIONS
• Organize, structure information.

THEORIZATION or
• Perceive and define problems
CONCEPTUALIZATION
Integral construction of the • Select information.
I know shit ♦Represent mentally
Knowledge integration
•Guide and project relationships
•OnstructNvos analysis
•Make comparisons
•Representations
mental •Establish hypotheses, verifications
•Organize data
Activities:
Problematic question, analogies, pairings,
conversation, elaboration of preconceptions, case studies, role-playing, demonstrations
Cognitive strategies: mindfacts, conceptual networks, ideograms, timelines, cause and effect,
categorical cross, action schemes..............................................................................
Figura 5. Appropriation Activities
Once the activity is specified, it is important to propose the Learning Process for its
development so that the Learner constructs and appropriates the respective object of
knowledge.
The Learning Process is the sequence of sub-activities required to solve the Learning
Activity. This process offers the Instructor Team more and better elements to guide the
Learner during their development. Thus, the student can begin the process in an orderly and
logical manner, that is, following the logic of thought (process learning).
It should be noted that the process must follow a didactic sequence and must
promote the development of all the skills of the training program.
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Figura 6. Didactic Sequence
Some recommendations:
Describe each of the sub-activities in which the proposal of what the Learner should do and
how they should do it is clearly specified (individually, in a group, playing a role, etc.)
Be clear about, and certainly encourage, the various skills for the development of higher
thinking, as well as different types of thinking.
Propose Learning Strategies (mental maps, mindfacts, heuristic Vs and others) to adequately
manage the information coming from the given resources and that leads to the
understanding and solution of each sub-activity.
Reaffirm the aspects on which the Learner must focus their attention to successfully resolve
each sub-activity.
If the subactivity proposes the assignment of different roles, it is necessary to describe them
in detail and specify which activities correspond to each of them.
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Include active didactics : Case study, Investigative Seminar, Role play and others.
Indicate for each activity whether its development is individual or group ( Cooperative
Learning ), as well as whether its study will be in-person or unschooled .
Propose sub-activities for the development of the different learning domains: cognitive,
procedural (doing) and attitudinal.
Indicate the link where you find the information for later transfer.
If possible, present a diagram of the final product.
When proposing the learning sub-activities, it is advisable to take into account the principles
that should guide their design. Under the same conditions, one activity is preferable to
another if:
It requires the Learner to play an active role in its realization.
motivates the Learner to examine ideas, concepts, laws that they already know in new
contexts.
motivates the Learner to make reasonable decisions regarding how to develop and
analyze the appropriateness of their choice.
It requires the Learner to investigate ideas, intellectual processes, events, personal or

social phenomena, productive procedures and encourages them to engage in this activity.
Motivates the Learner to interact with their reality (social and productive).
It can be carried out by learners with different levels of ability and interests.
different.
Motivates the learner to apply knowledge.
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It is important to keep in mind that for the development of the subactivities, the
inclusion of strategies for the development of ICT must be planned.
Figura 7. Some types of subactivities
• Knowledge Transfer Activities
Continuing with the process, this moment refers to “after learning” which seeks for
the learners to apply or transfer the learning developed in the previous phase to real
contexts, in accordance with what was stated in the Problem Situation defined in the first
moment, ( These activities are not defined in the Pedagogical Planning).
Learning transfer is defined as ensuring that the knowledge and skills acquired during
a learning construct are applied in real contexts. The purpose is for apprentices to transfer
100% of their knowledge and skills in accordance with productive functions, which would
result in the quality of performance and management of the FPI.
At this time it is proposed to develop activities that promote:
Integrate learning in different environments and work systems and motivate them to practice
the use of the skills learned.
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Bring the Learner closer to real life situations (practice and modeling of situations or cases,
problem solving).
Use of skills in productive activities.
Extend learning beyond the initial event, including reviews of content and, more
importantly, reviews of how to apply the skills to specific tasks and the impact on transfer
in productive and social contexts.
Some forms of activities include: Workshops, field practices, performance results, action
research, deepening knowledge, creating, innovating, inventing, formulating and solving
hypotheses, problem solving, among others.
Figura 8. Systemic relationship of the three moments of learning
9.2 Techniques and Instruments for Evaluation
Generally, Evaluation tends to be related to the assignment of a grade or grade.

However, the Evaluation of a learning process goes beyond that, it must be understood as a
learning process and is part of what has been called Formative Evaluation or Comprehensive
Assessment, in addition to being formative "the training and evaluation processes." They are
interrelated and maintain a permanent dynamic; therefore,
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Sometimes the boundaries between learning strategies and evaluation instruments are lost;
Its selection and use depends on the results that are to be obtained, that is, on the
information that needs to be known” (SENA, Procedure for the execution of comprehensive
vocational training actions, 2006). This type of assessment is essentially carried out with the
purpose of obtaining information that allows the Learner to be guided to achieve the
established Learning Results . This is achieved through constant monitoring of the learning
process and focusing, on the one hand, on each of the aspects or areas that influence the
performance of the Learner (their effort and interest, the level of understanding of the
topic). , the strategies used to learn and to solve problems), and on the other, in those
aspects that the Instructor must improve or implement to improve the teaching and learning
process.
Returning to what was mentioned in the procedure for the Execution of the
Comprehensive Vocational Training actions of the year 2006 regarding techniques and
instruments for evaluation:
There are various techniques and instruments, whose particular characteristics allow
us to weigh the advantages and limitations of each one. It is suggested that the instructor
always combines different techniques and instruments in order to obtain as much
information as possible about the learner's achievements and difficulties in terms of knowing
how to do and being.
Each technique corresponds to an instrument. In the evaluation process, the following

techniques and instruments can be used:
Observation: it is a perceptual process that is guided through a checklist. It is carried out on

the performance, or on a product produced or service offered by the apprentice, based on
defined quality criteria. Example; The instrument for observation is a checklist
Case Study and Problem Resolution: it is a technique that allows obtaining information
through analysis and decision making about a situation or problem posed. It can go
52 GC-F -005 V. 01
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accompanied by questions that the Student must answer or by some hypotheses that he
must demonstrate and argue. Example; The instrument is the questionnaire.
Projects: the project as a technique to evaluate allows the integration of conceptual

structures acquired or built by the learner, with the guidance and advice of the instructor, to
seek the solution of problems or individual and social needs and the creation of prototypes,
carrying out experiments or related to productive processes, that affirm their learning and
that allow the evaluation of the achievements obtained. Example; The instruments can be
questionnaires and Checklists.
Essay: It is a writing guided by the instructor and prepared by the learner on a topic or
problem, where it demonstrates the degree of appropriation of knowledge, thinking skills
(analysis, synthesis, understanding and transfer), written communication skills, creativity and
imagination, as a result of study and consultation work. Example; the instrument is a checklist
Conceptual Map: it is a technique that allows graphically representing a relational structure of

concepts from which the cognitive and cognitive development of the Student can be inferred
with respect to an area of knowledge or particular experience. Example; The instrument is the
checklist, which must include the achievements that must be achieved
Questions: Asking is the art of keeping the pedagogical orientation open towards various
possibilities in the learning process. It is a resource that encourages inquiry, doubt, reflection
on whether things or phenomena are or are not as they were believed, that is, the
problematization of knowledge. It is possible to use various types of questions, open, closed
and contextualized, according to the objective pursued by the evaluation. Example; The
instrument is the questionnaire
Likewise, there are other techniques to evaluate learning that can be used by the instructor,
which also allow the student to appreciate the process of organizing the learning that the
Student has developed and their abilities to produce alternative forms of problem solving,
such as:
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Round table, conversation, interview,
Tests of understanding, analysis, critical discussion, and in general appropriation of concepts
Forum, panel, seminars, workshops
The instruments obey the evaluation techniques and facilitate the recording of the
information obtained from the verification of the evidence presented by the learners. The
instruments can be:
Questionnaire with questions, open, closed, or contextualized, among others.
Checklists or verification and interview guide.
9.3 Support material
The Curriculum Development team can prepare or suggest support material for the
development of the training program competencies, which in turn are used for the purpose of
expanding and deepening the curricular contents and updating the program designs. They
also constitute an important resource for updating instructors. The importance of developing
or suggesting support material lies in two aspects; one to identify or prepare supporting
documents and two to report on their contents. The support materials prepared or suggested
through bibliographic references must:
Guide the Learner towards the information they are looking for or required.
Inform about documents of interest specific to the skills to be developed
Research literature to appropriate concepts and generate knowledge
Promote access to the document and information
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Acquire a research method.
The bibliography must be referenced in accordance with current APA standards. For
which the SENA Library System http://biblioteca.sena.edu.co/ in its "Repository Has the
Document How to Cite and Make Bibliographic References with APA 6th Standards. Edition".
Particularly regarding the bibliography for trainees, this includes all material designed
especially for systematic learning in accordance with the nature of the training program. For
example, general manuals and treatises on some discipline, internal publications of the chairs,
recorded classes of the instructors, texts indicated by the instructors as reference references,
specialized dictionaries, etc. The same should be done with webgraphy understood as a list or
reference as a bibliography of websites, blogs or internet portals.
To conclude the guidelines presented in this guide, when the curriculum development
team or an instructor prepares training support documents, the Document Control is referred
to, which is part of the form structure , using what is established in the Preparation
Procedure. and Document Control of the entity, published in the CompromISO application.
Likewise, the importance of using the SENA library system is highlighted, which has
robust databases with literature in all occupational areas, as well as documents that are part
of the institutional memory, which is a transversal input to the Curriculum Development and
Training Execution procedure. To expand this information and consult the current catalogs,
see: http://biblioteca.sena.edu.co/
55 GC-F -005 V. 01
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10. BIBLIOGRAPHY
SENA, C. M. (June 1998). Curriculum Development Guide. 164.
SIGN. (1985). Technical Unit. Technical Unit . SENA Publications General Directorate.
Xavier Carrera, M. YO. (2007). Conceptual and Pedagogical Framework for Project Training in
SENA. Conceptual and Pedagogical Framework for Project Training in SENA . Bogotá: SENA
National Learning Service.
SIGN. (09/30/2013). Annex Pedagogical Guidelines for the Pedagogical Planning of Training
Projects.
SIGN. (02, 2006). Procedure for the execution of comprehensive vocational training actions .
Bogota.
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SIGN

NATIONAL LEARNING SERVICE SENA

COMPREHENSIVE VOCATIONAL TRAINING MANAGEMENT

CURRICULAR DEVELOPMENT GUIDE

www.SSna.edu.co | SENA communicates OG ( SENA

6. CURRICULAR DEVELOPMENT TEAM 9

6.1 Formation of Curriculum Development Teams 9

6.2 Work Plan Curriculum Development Teams 10

6.2 Input Elements to Prepare the Curriculum Development of an Education Program

7. GUIDELINES FOR FORMULATING THE TRAINING PROJECT 13

7.1 Nature of the Training Project 14

www.SSna.edu.co 4 I SENA communicates (G(

5 | SENA communicates OG( SENA©

9 | SENA communicates OG ( SENA©

6. CURRICULAR DEVELOPMENT TEAM

6.1 Formation of Curriculum Development Teams

6.1.1 Curriculum Development Teams In-Person Modality

www.SSna.edu.co | SENA communicates OG ( SENA

Table 1 . Curriculum Development Team Members

Program level Members of the Equipment

Technological Specialization 1 lead instructor

Technical 1 lead instructor

Operator Technical Deepening 1 lead instructor

Complementary 1 lead instructor

6.1.2 Curriculum Development Teams Virtual or Distance Modality

6.2 Work Plan Curriculum Development Teams GFPI-G-012-V1

www.sena.edu. co | SENA communicates (G( SENA (8

Level of In-Person Programs Virtual Programs or

Specialization 300 hours distributed 640 hours distributed

Technical 380 hours distributed 800 hours distributed

Assistant/Operator 200 hours distributed N/A

Complementary 40 hours distributed 80 hours distributed

6.2 Input Elements to Prepare the Curriculum Development of a Training Program

Table 3. Input Element

Design SOFIA Plus application Document Referrer that contains the

For complementary training programs the program

System of http://biblioteca.sena.edu.co/ Databases with available literature in all occupational

7. GUIDELINES FOR FORMULATING THE TRAINING PROJECT

www.sena.edu. co | SENA communicates (G( SENA (8

7.1 Nature of the Training Project

15 | SENA communicates OG( SENA©

7.2.1 Basic project information

• Training project name

• Training program to which it responds

• Estimated time for project execution (months) GFPI-G-012-V1

www.sena.edu.co | SENA communicates ©®@ SENA©

7.2.2 Project Structure

• Statement of the problem or need that you intend to solve

Cause - Effect Diagram

For writing the justification, some guiding questions are:

Why is it important to execute the project?

What benefits are obtained by solving the problem at hand?

The verb to use must be measurable and verifiable.

www.sena.edu. co | SENA communicates (G( SENA (8

• Restrictions or associated risks

• Project products or results

www.sena.edu. co | SENA communicates (G( SENA (8

• Project feasibility for business plan.

7.2.3 Project planning

www.sena.edu. co | SENA communicates (G( SENA (8

It corresponds to the competency(s) associated with the defined learning outcome.

• Description of the required learning environment

• Resources associated with the project