NATIONAL LEARNING SERVICE SENA

CURRICULAR DEVELOPMENT PROCEDURE

LEARNING GUIDE

1. IDENTIFICATION OF THE LEARNING GUIDE

Software Programming Technician

Training Program Code: 233104 V1
Development of a Web Application for Solving a Problem
SpecifictoStudentsofDistrictandDepartmentalEducationalInstitutions.
Project Phase: Induction
Project Activity: Know the rights and duties of the learner, the
commitment of the learner during training, the vision and mission, regulations
functions and general objectives of SENA.

● Competence: Learning Outcome of the Induction

● Learning Outcomes Achieve competence:
Identify the organizational dynamics of SENA and the role of the
comprehensive vocational training according to their life project and development
professional.

Duration of the guide: 5 hours.

[Link]:

Through the development of this activity, the learner is expected to be aware.

of the benefits of being linked to SENA training,
in addition to instilling their rights and obligations during the training process, with
your Educational Institution, with SENA and with society.

Fostering in the learner the values that a SENA learner should have
responsibilities acquired with oneself, their family, and society and strengthen
their ideals for their professional training.

The Comprehensive Vocational Training (FPI) at SENA is developed within the framework of a
Pedagogical model that aims, on one hand, at the formation of beings
Integral humans with values and positive attitudes that contribute to society,
among others, with the creation of peace scenarios; on the other hand, the Model proposes the
development of thinking skills in the learner, in order to train them
to respond analytically and proactively to problem-solving. The
Comprehensive Vocational Training is oriented towards the Development of Competencies in
the Apprentice, that is, seeks to enhance their abilities for performance in the
life and work, through the application of Active Didactic Strategies, these
they are the ways to develop the formative process, providing the opportunity to the
 NATIONAL LEARNING SERVICE SENA
CURRICULUM DEVELOPMENT PROCEDURE
LEARNING GUIDE

Learner to empower themselves in their own personal learning process; within

Active Teaching Strategies prioritize Project-Based Learning.
the development of the FPI considers the ways of learning, that is, the style and the
learning pace of the learner; similarly, the
prior knowledge that is held about the Training Program; of this
It seeks to make the most of each Learner's capabilities in their
personal learning process, optimize the training time and establish the
learning path. The development of this guide offers you the way to
to deepen the knowledge of SENA, of the Training Center to which today
enter, as well as the services and opportunities that this Entity offers you
as a way to contribute to the construction and achievements of your life project, it
we invite you to take on your development with enthusiasm, a positive attitude, and willingness to
work, collaboration, but above all with a lot of commitment for what today
It is built at the beginning and challenge of life, its Comprehensive Vocational Training.

Welcome and Go Ahead!

The Sena induction is a process that allows me to:

Having an approach to: Comprehensive Vocational Training, The Pedagogical Model of the
FPI, the processes of research and technological innovation, with the services it offers
SENA and the ways to access them.
Get to know SENA, its mission, its history, and its philosophy.
Know the duties and rights as a SENA Apprentice, outlined in the Regulation
of the Apprentice and in the Institutional regulations.
Emphasize values, principles, and attitudes at a personal, social, and work level.
and with the environment, in favor of a healthy coexistence
Identify the different alternatives for carrying out the production stage.
Know and use the different technological resources offered by the Sena, including the
infrastructure in information and communication technologies (ICT).
Identify the contribution of the training program to social and productive development of
sector and of the country.
Identify ideas and opportunities to solve problems or needs in the environment that
they allow to understand the relationship between the Training in the Approach for Development of
Competencies and Project-Based Learning.

3. FORMULATION OF LEARNING ACTIVITIES.

Initial reflection:

In work groups, consult the portal [Link], through the menu 'SENA' the
themes that are presented below. Each working group takes up the aspects that
 NATIONAL LEARNING SERVICE SENA
CURRICULAR DEVELOPMENT PROCEDURE
LEARNING GUIDE

considered more relevant for socializing in the group; these will be assigned by the instructor
respecting the established times. The suggested activities are:

1. The group is divided into pairs, and each one asks their partner: the name, age, status.
civil activity it carries out, expectations about the program. At the end of the conversation each
apprentice introduces his partner.

2. Presentation of symbols: The anthem: Present the anthem htInvalid URL format provided.
Divide the class into 4 teams and each team learns and sings a verse of the
anthem. The anthem will be sung during the days of induction as a proposal of
mechanization and reminder.

The logo: It consists of 5 teams, and each team interprets it from their perception:
singing, creating a narration, a dramatization and/or news report about the meaning of the logo. It
make the presentation and drawing of the logo.

The flag and the coat of arms[Link] For this

activity must have paper and markers. Three teams are formed and each one
they construct one of the pieces of the symbol (white background, gear caduceus and grains
(of coffee) and they are arranged sequentially and explain their meaning.

3. The learners must form groups of 2 people for the development of the activities.
proposals.

Activity 1. Individually consult the SENA terminology using the

Google search engine and Wikipedia.
a. SENA (Mission, vision, values, objectives, and functions).
b. Name of the National Director of SENA
c. Name of the deputy director of the CLPE
d. Organizational Structure of SENA
e. Apprentice
f. Learner profile.
g. Stages of Training. Typology, characteristics, procedures.
h. Coexistence Manual. Specific regulations of the centers.
i. Comprehensive Vocational Training. Concepts, principles, and characteristics.
j. Type of offer and training programs. Professional and its characteristics.
k. Type of certificate according to the training and duration of the programs
training.
1. Development of competencies. Concept, types, and characteristics.
m. Formative project. Concept, phases, activities, denomination, objectives.
n. Evidence portfolio. Structure, types of evidence, formats, and content.
o. Plataformas tecnológicas. Teritorium, Sofa Plus, Sistema Virtual de Aprendices SVA,
management of apprenticeship contracts, email message, portals, and social networks of the
Entity
 NATIONAL LEARNING SERVICE SENA
CURRICULAR DEVELOPMENT PROCEDURE
LEARNING GUIDE

Duration 2 hours.

Activity 2. The instructor will present the training program for Technician in
Software Programming, in collaborative groups, the learners must design a map
conceptual, through the use of some Office Tool, about the main ideas of
the competencies and learning outcomes of the training program.

Explain: How many competencies does your training program have?

How many learning outcomes does each competence have?
Name 5 competency evaluation criteria
What jobs can I perform when I finish the program of
training.

Duration 1 hour.

Reflection Activity:
Identify the importance of your training program in relation to the sector
product, in the face of the formation of competencies, skills, and abilities like
training for work in the productive sector.

Description of the Activity:

Form into teams of four (4) learners.
• Create a comparative chart in a digital or manual document, where
through the questions:
What?, why and for what? is the knowledge that is to be important.
acquire during their training in the Technical Programming program
Software and the importance it has for SMEs.
Share your comparative chart with the training partners.
by the instructor.
Consult support material for initial reflection.

Required Environment: Training environment equipped with: tables, chairs

computers, internet connection, acrylic board.

Materials: markers, erasers, etc.

Contextualization Activity:
 NATIONAL LEARNING SERVICE SENA
CURRICULAR DEVELOPMENT PROCEDURE
LEARNING GUIDE

● Review of Prior Knowledge In this phase of the training, I respond to the

questions:
What is the Sena? What does this Institution offer me? What is the training like that I
Does the Sena provide training? What rights and duties do I have as a trainee?

Then I recognize myself within her and answer myself:

Who am I? How do I learn? Where am I going? Therefore, I must identify myself.
discover what SENA is and what is the Training Center to which I belong,
so that I recognize the opportunities that open up to me when I enter the great family
SENA, the environment of my training program, the local, regional, national area and
worldwide, to focus my training project. It is also important that as
new learner starts to recognize me as an active subject of learning, for the
what is necessary to make me aware of my knowledge of myself to
through techniques that allow me to evaluate self-esteem, the values that govern me,
my learning style and the skills I possess, to focus my project on
life and my training project.

SENA Apprentice Regulations:

Organized into 10 working groups, a chapter from 2 to 11 will be assigned.

SENA Apprentice Regulations. Carry out the following activities:
a. Read the assigned chapter of the SENA Apprentice Regulations and
extract the aspects that they consider most important.
b. Propose a game that allows for the socialization of the assigned chapter
and its appropriation. The activity should last only 10 minutes.

For socialization, two people must be designated from each group.

responsible for guiding the activity. Organized in a spacious area, they
proposes a games circuit in which the learners must participate.

Independently review the videos available on the platform

Territory, in the Induction space.

Activities of appropriation:

1. Induction to the Territorium platform: With the support of the virtual tutors, it is carried out
a tour of the virtual platform and the creation of the digital portfolio and the
blog construction.
It is important for learners to enroll in the digital learner course with
each of the and tutors.
 NATIONAL LEARNING SERVICE SENA
CURRICULAR DEVELOPMENT PROCEDURE
LEARNING GUIDE

2. Presentation of the Program: In order for the Learners to become familiar with the Program
training, their Competencies and Learning Outcomes and Criteria of
Evaluation, among other aspects; the following teaching activities are proposed
learning

Let the learner identify the words in the provided word search.
related to the end of the sheet; which are related to the technical language of
program. Once all the words in the word search are identified; the Apprentice
You should consult the glossary found on the SENA website for the concept or
meaning of each of the words.

3. Socialization of the Training Project: In order to orient the Learner with the
didactic strategy of project-based learning; it is proposed that the learner
I held a workshop on aspects related to the training project associated with the
program.

Workshop. Project Identification:

Project Name
[Link] code
3. Classification of the Learning Outcomes of the project (Specific)
basics and cross-cutting
4. What are the stages of the project

4. KNOWLEDGE TRANSFER ACTIVITIES:

Presentation of your blog with the work done in the induction and the forum of the
Territorium platform.

At the end of the induction, carry out:

a. Completion of the monitoring format for the reading stage - analysis phase.
Deliver to the instructor for documentation of the format, as long as it is
Deliver the evidence of the phase.
b. Log into the Territorium platform and complete the induction evaluation that
proposed in this.

Required Environment: Training environment, tables, chairs, computers, internet connection

internet.

Materials: markers, computers, among others.

 NATIONAL LEARNING SERVICE SENA
CURRICULUM DEVELOPMENT PROCEDURE
LEARNING GUIDE

5. EVALUATION ACTIVITIES

Take as reference the evaluation techniques and instruments mentioned in the Development guide.
Curricular
 Evidence of Evaluation Criteria Techniques and Instruments
Learning of Evaluation
competition:
Evidence of Knowledge: 1. Carry out the activities of
learning using Observation
Create your own blog in the efficiently the Checklist
platform, publish the methodology, the resources Evidence portfolio
corresponding evidence y environments of
Conceptual maps
learning.
Observation
Performance Evidence 2. Argue the importance Evaluation of
to act within the performance
Consultations, forums, activities framework of the laws and the Evaluation of
developed by the apprentice citizen sorting knowledge
and institutional. Evidence folder
Productive project.
3. Establish relationships
Product Evidence: interpersonal within
criteria of freedom,
Blog the apprentice on the platform
justice respect
Territory, evidence
responsibility
registered
tolerance and solidarity
according to the
rules of coexistence and
the role of each one of the
participants en the
training process.

4. Identify in the environment

national and international
the opportunities that it
offers the program of
training.

5. Present the evidence

in a timely manner and of
agreement with lo
agreed.

6. Explain the relationship of the

training program
 in the which is
enrolled with the
training project
what will be developed for
achieve the results of
learning.

7. Identify the structure

organizational of SENA,
y the procedures
administrative y
formats

8. Distinguish the environment of

learning y the
methodology what he
will be used in the process of
training.

9. Establish the domains and

weaknesses with which
arrives at the process of
training according the
to
program in which
find registered
recognizing your profile
as an apprentice of SENA.

10. Identify the contribution

del program of
training for development
social and product of
sector and country. Analyze
critically the
pertinent situations
that contribute to the
problem solving.
Glossary of Terms

Learning Activities: Integrating and interconnected actions carried out by

The learners throughout the training process are the direct objects of learning.

Learning: The process by which the learner understands, assimilates, and applies.
knowledge, skills, abilities, attitudes that make him competent to act in
the world of life.

Previous learnings: Previous competencies developed by the learner through

formal processes of education, training, or work experiences, which are
identified and recognized by the instructor in the induction phase in order to specify
the ideal learning path to develop the competencies of the program
training and obtaining the actual graduation profile.

Problem-based learning: A process that the Instructor fosters in the Learner

through the formulation of practical problems using various techniques, methods
towards the scientific search for knowledge.

Significant Learning: It refers to the possibility that the Learner has to do

links between what must be learned and what is known, that is, what is possessed as
ideas, such as prior knowledge, which provides interest, motivation, and interest to
to learn.

Self-assessment: It is a process of reflection that the Learner undertakes to evaluate their

procedures, behaviors, and results in relation to learning activities
proposals for considering improvement actions.

Evaluation Committee: It is the analysis carried out in a functional, consultative instance of the
Deputy Director of the Center for making decisions related to the student's progress process.
during their formative process, aimed at stimulation, guidance, design of
improvement strategies and the resolution of situations leading to
Conditioning or the Cancellation of Enrollment.

Labor Competence: It is the ability that a person has to perform

productive functions in variable contexts based on quality standards by the
product sector.

Evaluation Criterion: Statement that expresses the degree and type of learning that is
wait to be reached by the Apprentice.
Executing team: Interdisciplinary group of instructors responsible for planning
management and execution of the training project for the development of a specific
training program.

Learning styles: Preferences or tendency to use certain ones more.

ways of learning than others. The use of personal methods or a set of
Strategies vary depending on what you want to learn, and evolve or change in nature.
constant; however, each person tends to develop a global preference
to achieve more effective learning.
Learning Strategies: Selection, organization, and application of techniques and
procedures used by the learner.

Diagnostic assessment: Comprehensive characterization of the learner's domains upon entry

the training process provides information to enhance strengths or remedy weaknesses
deficiencies detected in the admission and induction.

Learning evidence: Manifest tests of learning, collected directly in

the training process. They are collected by the learner with the guidance of the
instructors who use methods, techniques, and evaluation tools, as appropriate
the evidence of knowledge, product, or performance, allowing to recognize the
achievements obtained by the Apprentice in terms of knowing-what, knowing-how, knowing-being and
cohabitate.

Comprehensive Vocational Training: Integral theoretical-practical process, aimed at development.

of technical knowledge, technological development of attitudes and values for the
social coexistence, which allows a person to act critically and creatively in the
world of work and life.

Learning guide: Educational resource that guides learning. Includes activities.

for the learning process. It is prepared by the instructors, in accordance with the
pedagogical planning. During the activities for the development of the guide
learning combines variables that stimulate the development of values, procedures
cognitive and motor skills proposed from the competencies of the training program.

Training and Evaluation Plan: Document that records the agreement between the
Instructor and the Apprentice.

Improvement Plan: Document that is prepared to record training actions

agreed upon between the Instructor and the Apprentice, so that they can achieve the goals that still
 could not obtain.

Learning Portfolio: A tool that helps to strengthen the process of

self-assessment of one's own development and to improve its action by being more
aware of what the Apprentice achieves. The portfolio organizes the evidence of
learning.

Assessment of Learning Evidence: Assignment of attributes or qualities by

from the Instructor to the Learner's Evidence according to the evaluation criteria. This
the assessment judgment can be one of accepting or not accepting the learning evidence, according to
adjusted or not to quality criteria.
7. BIBLIOGRAPHIC REFERENCES AND CYBERGRAPHY:

htp://[Link]/en-us/Pages/[Link]

htp://[Link]/sofia-offerta/

htp://[Link]/

8. DOCUMENT CONTROL

Name Cargo Dependency Date

SENA -
Author(s) Carlos Stüwe Roldán Instructor
CLPE
SENA -
Kilman Aguilar Florez Instructor CLPE
SENA -
Jorge Donado Barrios Instructor CLPE March 12, 2020
SENA -
Wilman Diazgranados Instructor CLPE
SENA -
Cristian Fula Instructor CLPE

9. CHANGE CONTROL (fill out only if making adjustments to the guide)

 Name Cargo Dependency Date Reason
ia del
Change
Author(s)
s)