History

 

 

The MTA was created in 2002, from a pioneering initiative in unconventional educational methods, which raised the possibility to meet different goals Institutional Development Plan of the University of Guadalajara, among others, the creation of an institutional program for academic staff development that will include open and distance learning strategies for colleges and Higher Secondary Education System SEMS.

 

From this initiative, was established a multidisciplinary team composed of professors of the University Center of Economic and Administrative Sciences (CUCEA), the University Center of Exact Sciences and Engineering (CUCEI), the Centro Universitario de la Costa (CUC), as well as members of the General Coordination for LearningInnovation (INNOVA).

 

 

 

The product of the working sessions of the multidisciplinary team was a program with two departures especializantes: one in technologies for learning and other distance education, these directions printed from the beginning led approaches from which to think of the multidisciplinary team members that should be studied phenomena of the newest technologies for learning. It was a program to be taken at a period of two years and initially designed to be delivered in person with some online support.

 

Thus began the first-generation students with students from MTA headquarters CUCEA and CUC, which forced a resource-intensive video, because most of the sessions were classroom and distance prevented Vallarta students go to Guadalajara.

After a year, reviewed the progress of the program in all aspects and conducted an adjustment process which conceived in the original curriculum guidelines or departures especializantes times they are taken, the procedures for certification, and established a strategic alliance to the University through the Master in E-learning.

Of course, this process of change was scheduled by the recognition that the design was very broad guidelines and assigning a different number of credits, led to the choice was made primarily in terms of the amount of material that was to take as well the output bearing the very name of the program more attractive by itself.

On the other hand, which required presentiality eventually discourage many students who continued their work rhythm unable to enjoy any support (grants and / or download time) to attend graduate school, which showed the urgent need for progress towards an online mode with little presentiality mainly for some areas, such as video production, multimedia and web design. Similarly, the rigidity of the program take two years led some students may not combine their work and family responsibilities with the reforms that were raised in studies. The additional elements that enrich the quality of the program, have resulted in increased demand and two generations of graduates are impacting positively on their workplaces.