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To study how one day the acquired knowledge will be applied, the so-called cases are resolved. The resolution is assisted in order to detect errors quickly. In addition, exception mechanisms are introduced that in the mean that the student is working encourages the end of cases even outside the original deadlines.

In this sense, the method can be associated with what we now call 'active learning' since it is based on self-correcting cases. However, it includes aspects such as the monitoring of the class via checklist, the supports of systems for group work (notes, exchanges, sociograms) and adapting the content to the competencies to be achieved by reducing non-key issues.

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One of the main problems of the class in the classroom is that many students

- they do not pay enough attention and

- they do not interact with the teacher.

It can be presumed that the factors that generate this behavior is

- the confidence of being able to read 'after' the subject and

- the fear of making a fool of yourself if you talk.

The first effect is also supported if the course material is good and gives the false feeling that one can study later.

The funny thing is that the fear of making a fool of himself seems to emanate from the fact that when asking or commenting, the ignorance of the subject becomes evident, which is precisely the reason why he is attending the class.

Therefore, it is necessary to create a dynamic that

- get the student to pay attention

- See what you did not understand or want to deepen

creating a material that serves as a reference if after the class you want to review some concept or topic. Additionally, the material should be able to be used to review knowledge that are requirements of the course in case there are shortcomings of these.

Ideally, the method to be used should monitor that

- The subjects are captured by the majority of students

- students who are having greater difficulty

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The courses are based on two key elements, the written material and the so-called checklist.

Each class has a written material that includes short videos of each relevant topic. The material itself is navigable to be able to access related topics that can be explored both to supply missing knowledge or to deepen the topic. More details of the structure of the material and how it is used please consult the related topics.

Additional material is worked with the so-called checklist. This is a list of 15 to 30 questions on the subject of the course that is available with the course material. The idea is that the student consult during the class controlling that he is able to answer the different questions. If you detect that you did not understand the subject in order to answer the question, you can request that the topic be explained again. Once the class is finished, it is checked if there are any topics for which there are questions that can not be answered. After all doubts have been clarified each student answers a selection three questions selected at random for each student. This process can be done via PC or phone that has an internet connection.

After the teacher's correction, he obtains detailed information by question and by student. In this way, you can detect topics that in general tend not to be clear and see specific cases of students who are having difficulties.

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In the background the indicated that should be taught in line with the philosophy of teaching to achieve competencies rather than to be oriented to issues and objectives. Therefore, courses should be based on the question

What should the student be able to do in the future?

where under the future we understand whether they are branches that depend on the course or work of the future professional.

Being able to put together a course in this way is more complex than in the traditional way, since you have to work with the 'client', that is, someone who will one day ask the student to make an application.

If the course is dictated by people (the provider) who also apply the knowledge (the client) in the required way, there is no greater difficulty in writing the course. The difficulty arises when the one that will require (the client) the applications of the student is different from the one that teaches them (the provider). In this case the 'provider' must know the needs of the 'client' and can not simply assume them. Said 'client' can even be an external person as a future employer. Therefore, it is important to identify the 'client' and check with him or her if the proposed structure for the course is appropriate or not.

In many cases, the design of a course in this section is not simple, since it often requires that the client and supplier develop in common language given that each specialty has its own jargon. There are also typically frictions when the provider tends to talk about the correct way to apply while the client tends to 'simplify' to facilitate the application. On the other hand, the 'client' can provide many practical examples to the 'provider' that can be included in the course. What emerges here is an inter-disciplinary work that is not simple but can enrich both.

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The traditional way of studying is oriented to achieve a good result in the tests associated with the subject. In general, the tests consist of simple exercises that do not represent the real problems that one day the student will have to face as a professional.

A variant to approach what learning is to someday apply knowledge is the solution of cases. The cases represent simplified situations that seek to emulate what the student will one day have to do in reality.

In this sense, the study becomes the work of applying all the theoretical knowledge to specific cases and the evaluation can be directly related to the demonstrated ability to approach and solve the cases.

An additional advantage that cases entail is that you can identify many of the errors that the student commits and thereby assist in an active way by pointing out when you make a mistake and what the error is. In this way, he obtains clues as to how he should do it correctly and is guided efficiently so that he is able to apply the tool palette that the theory gives him.

The only difficulty presented by systems that actively correct the student is that the student, instead of understanding, simply try as many times as necessary to get the correct result. Therefore, the evaluation method must verify if it understood why the case is resolved in the way it did.

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In many subjects cases are reduced to

- understand a situation,

- perform the estimation of associated parameters

- model and solve the associated equations

- analyze the results obtained

In these cases, the number of correct alternatives is limited and the errors are quite typical, so a computer system is left to structure.

- assist in the solution

- review the steps that are being taken

- identify and point out the mistakes made

- record the correct steps

With a system of this type, not only is the student guided and assisted, he / she can be assisted remotely since the work is accessed and the information is structured and therefore easy to interpret.

The risk of a tool of this type is that the students

- pass data on how to solve

- use the system to guess

thus avoiding really understanding what they are doing. On the other hand, teamwork helps understanding, so it is not practical to put together many different cases. That is why you can design a solution that

- everyone works in the same case

- it is defined at random what information is given, it must be estimated and it must be calculated so that the solution is for each different student even if the final result is the same

- the way of evaluating is not focused on the work done but on the way it was developed in the way it was done

Since it has been very successful to show the domain of the resolution in written form (students' tendency to generate 'copiable' guidelines), we are currently working with validation videos. For this the student generates a 3 minute video with a special program explaining how it works. As time is reduced it is necessary that the student synthesize well what it requires to understand what is being talked about. Curiously, many students comment that they learned more during the so-called validations than during the solution of the cases.

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