Cómo se diseñan nuestros cursos

Ya has hecho formación continua que no cambió nada en tu aula. Esta está construida diferente — ve exactamente cómo más abajo.

Soldadura y fabricación metálica Instalaciones eléctricas Automoción / Vehículos Climatización / Fontanería Automatización industrial / Robótica Energías renovables / Solar FV Construcción / Edificación Competencias digitales / IT Smart Building / BMS Workshop Training Techniques Business & Finance

Todos los escenarios y materiales se adaptan a tu sector

EL MÉTODO MESTER

Cada 90 minutos sigue la misma estructura — hay un motivo

Un marco de aprendizaje aplicado para formadores de FP. Cada módulo sigue la misma estructura — ~90 minutos, seis fases — construido sobre práctica de recuperación, simulación y transferencia reflexiva.

El Método

—

selecciona

01 / 06

Selecciona una fase del ciclo para ver los detalles.

Fases 1–3: Aprendizaje activo Fases 4–6: Práctica + Reflexión

🔁

Práctica de recuperación

La fase Verifica fuerza el recuerdo antes del refuerzo — el mecanismo con mayor tamaño de efecto en ciencias del aprendizaje (Roediger & Karpicke, 2006).

⚡

Aplicación deliberada

La fase Aplica te sitúa en escenarios de tu propio taller — no ejemplos genéricos. La práctica cobra sentido cuando refleja decisiones reales (Ericsson, 1993).

↗

Transferencia reflexiva

La fase Reflexiona crea evidencia de pensamiento antes/después — el paso crítico que convierte la formación en comportamiento en el aula (Schon, 1983).

CÓMO FUNCIONA

Feedback que responde a lo que escribiste de verdad

En tres fases, el feedback que recibes responde a lo que realmente escribiste — tus decisiones en el escenario, tu plan de sesión, tu reflexión. No una puntuación. Una respuesta específica a tu contenido — no una lista genérica. Lo recibes con tu borrador todavía abierto, para que puedas revisar antes de terminar.

AI

Tu trabajo es tuyo. Procesamos tus respuestas solo para generar feedback — nada más. Cumple con el RGPD.

FASE 4 — VISTA PREVIA DE SIMULACIÓN

Practica en tu propio contexto, no en el aula de otro

No es un caso de estudio. Aparece un escenario ambientado en tu contexto real de formación — tu sector, tus alumnos, tus condiciones. Las consecuencias son realistas y responden a tus decisiones.

Elige tu sector — el escenario cambia.

Soldadura y fabricación metálica

Instalaciones eléctricas

Automoción / Vehículos

Climatización / Fontanería

Automatización industrial / Robótica

Energías renovables / Solar FV

Construcción / Edificación

Competencias digitales / IT

Smart Building / BMS

Workshop Training Techniques

Business & Finance

app.mesteracademy.com/courses/assessment/module-1/scenario

Challenge

Content

Quiz

Scenario

Plan

Reflection

Elige tu sector. Te mostraremos exactamente cómo funciona en tu contexto de formación.

Este es un ejemplo de soldadura. Elige tu sector arriba para ver el tuyo.

LO QUE TE LLEVAS DE CADA MÓDULO

Con lo que realmente sales

Estos materiales se producen dentro de la plataforma — el formador escribe, decide y refina en cada paso. Todo se exporta como PDF. Este ejemplo es del curso de Evaluación.

Los 5 se generan a partir del mismo objetivo de aprendizaje — así que tu rúbrica, ficha y cuestionario evalúan exactamente lo que enseña tu plan de sesión.

📋

Plan de sesión

El plan de sesión que escribiste y refinaste — estructurado, descargable, listo para tu próxima clase.

📝

Ficha de trabajo

Ejercicios prácticos adaptados a tu tema, sector y nivel — para usar con tus alumnos.

✅

Cuestionario

20 preguntas en distintos niveles de Bloom — recuerdo, aplicación y evaluación.

📊

Rúbrica

Rúbrica de evaluación con 4 niveles de competencia — lista para tu próxima observación.

📑

Esquema de presentación

Esquema didáctico con puntos clave y preguntas de debate por objetivo de aprendizaje.

Example session plan output — pick your sector

Session Plan

Circuit Protection & RCD Testing
Electrical Installation · Module 3 of 5

Duration

55 min

Learning Objectives

Distinguish MCB from RCD trip conditions using IET Wiring Regulations (18th Ed.)
Apply a structured fault-finding sequence to a domestic RCD nuisance-trip scenario
Communicate findings to a non-technical client using plain language

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval quiz — earth fault vs. overload	Pairs, no notes, 5 questions.
10–35 min	Scenario: RCD trips when washing machine runs	Groups of 3: electrician / client / observer.
35–50 min	Peer correction using rubric	Observer feeds back using criteria below.
50–55 min	Reflection prompt	What if the client was anxious about cost?

Assessment rubric ›

Fault identification

Developing

Symptom only

Proficient

Traces fault to circuit

Distinction

Eliminates alt. causes systematically

Client communication

Developing

Technical jargon

Proficient

Plain language, confirms understanding

Distinction

Adapts to client anxiety level

Session Plan

OBD-II Diagnostics & DTC Interpretation
Automotive Technology · Module 2 of 5

Duration

55 min

Learning Objectives

Read and interpret DTC codes using an OBD-II scanner (ISO 15031 / SAE J1979 protocol)
Apply a manufacturer diagnostic flowchart to an engine management fault (P0301 misfire)
Document findings in a jobsheet compliant with workshop quality standards

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval quiz — emission system components	Individual. Lambda sensor, EGR, catalytic converter.
10–35 min	Scenario: 2019 VW Golf TSI — intermittent EML, P0301 stored	Pairs: technician + service advisor. Use diagnostic flowchart.
35–50 min	Jobsheet peer review	Check: root cause identified, next steps costed, customer explanation clear.
50–55 min	Reflection prompt	What if the code clears before testing resumes?

Assessment rubric ›

Diagnostic process

Developing

Reads code only

Proficient

Follows flowchart to root cause

Distinction

Rules out intermittent causes, checks live data

Jobsheet documentation

Developing

Symptom only recorded

Proficient

Root cause + recommended action documented

Distinction

Cost estimate + customer sign-off language included

Session Plan

PLC Fault Diagnosis & Safety Circuit Reset
Industrial Automation · Module 4 of 5

Duration

55 min

Learning Objectives

Identify common PLC I/O faults using ladder logic monitoring (Siemens TIA Portal / Allen-Bradley)
Apply LOTO (lockout-tagout) procedure correctly before fault investigation — per ISO 14118
Interpret safety relay diagnostics on a two-hand control circuit (Category 3, PLd)

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval quiz — safety categories PL/SIL	Individual. ISO 13849 / IEC 62061 distinctions.
10–35 min	Scenario: automated press stops mid-cycle, E-stop triggered	Groups of 3: technician / safety officer / production supervisor.
35–50 min	LOTO checklist peer review	Observer checks sequence against ISO 14118 steps.
50–55 min	Reflection prompt	How does this change for a Category 4 safety function?

Assessment rubric ›

Fault isolation

Developing

Resets without diagnosis

Proficient

Reads ladder logic, isolates I/O fault

Distinction

Cross-checks safety relay log, documents root cause

LOTO compliance

Developing

Steps omitted or reordered

Proficient

Full sequence, correctly documented

Distinction

Adapts procedure to multi-energy source scenario

Session Plan

Network Segmentation & VLAN Design
Digital Skills / IT · Module 2 of 5

Duration

55 min

Learning Objectives

Design a VLAN segmentation plan for a small office network applying principle of least privilege to inter-VLAN routing (IEEE 802.1Q)
Identify misconfigurations in a provided network diagram using OSI Layer 2/3 reasoning
Explain network design decisions to a non-technical stakeholder (CFO vs. IT manager framing)

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval quiz — OSI Layer 2 vs. Layer 3 decisions	Pairs. Switch vs. router logic, broadcast domains.
10–35 min	Scenario: SME hit by ransomware — design segmentation to prevent lateral movement	Groups of 3: network engineer / IT manager / CFO. Each has different constraints.
35–50 min	Network diagram peer review	Check: VLAN IDs logical, inter-VLAN ACLs defined, DMZ present.
50–55 min	Reflection prompt	What would you explain differently to the CFO vs. the IT manager?

Assessment rubric ›

Network design logic

Developing

VLANs created, no ACL rationale

Proficient

Segments by trust zone, ACLs documented

Distinction

Zero-trust rationale, accounts for IoT and BYOD

Stakeholder communication

Developing

Same explanation for all roles

Proficient

Adapts language to CFO vs. IT audience

Distinction

Uses business risk framing for non-technical stakeholder

Session Plan

Refrigerant Handling & F-Gas Compliance
HVAC & Refrigeration · Module 3 of 5

Duration

60 min

Learning Objectives

Apply EU F-Gas Regulation (517/2014) procedures for refrigerant recovery and leak-check documentation on R-410A and R-32 systems
Calculate refrigerant charge using EN 378 superheat/subcooling method on a split-system AC unit
Complete a Category I F-Gas certificate logbook entry meeting Regulation (EU) 2015/2066 audit requirements

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval: GWP values & phasedown timeline under 517/2014	Quick-fire pairs. R-410A vs R-32 vs R-290 comparison.
10–35 min	Practical simulation: refrigerant recovery + superheat calculation on split-AC unit	Uses manifold gauges + digital thermometer. Target: ±2K superheat tolerance.
35–50 min	F-Gas logbook completion & peer audit	Pairs swap logbooks. Checklist: date, quantity, reason, cert number, system ID.
50–60 min	Case debrief: inspection scenario — what fails?	Incomplete logbook from real inspection. Group identifies compliance gaps.

Assessment rubric ›

Superheat calculation

Developing

Procedure followed with >5K error

Proficient

±2K tolerance achieved, EN 378 method applied

Distinction

Correct + identifies cause if outside tolerance

F-Gas logbook

Developing

Major fields missing

Proficient

All mandatory fields complete and auditable

Distinction

Complete + correctly identifies peer audit gap

Session Plan

KNX Bus Commissioning & Group Addressing
Smart Building / BMS · Module 2 of 5

Duration

60 min

Learning Objectives

Configure a KNX TP installation using ETS6 software: assign individual addresses, create group addresses, and link actuators to sensors via KNX Association Table
Diagnose a non-responsive DALI-2 ballast by interpreting bus telegrams in the KNX IP monitor
Document a commissioning handover report to EN 50090 / ISO 16484-3 traceability standard

Activity Sequence

Time	Activity	Notes
0–10 min	ETS6 topology recap — individual vs. group addressing logic	Annotated ETS6 screenshot. Pairs: identify addressing errors.
10–35 min	Hands-on: commission a 6-device KNX TP scenario (2 push-buttons, 2 switch actuators, 1 blind actuator, 1 DALI gateway) in ETS6 simulation	Provided: wiring diagram + partial project file. Learners complete group links.
35–50 min	Fault scenario: DALI-2 ballast not responding — use IP monitor to read bus telegrams	Provided: telegram log with fault. Learners identify missing ACK + misconfigured DALI short address.
50–60 min	Commissioning handover document — peer check	EN 50090 checklist. Pairs audit each other's report for traceability gaps.

Assessment rubric ›

KNX group addressing

Developing

Individual addresses set, group links incomplete

Proficient

All devices linked, functions verified in simulation

Distinction

Correct + optimised (minimal group objects, logical naming)

DALI fault diagnosis

Developing

Identifies fault exists but not root cause

Proficient

Locates missing ACK and short address mismatch in telegram log

Distinction

Correct + proposes preventive commissioning check procedure

Session Plan

Designing Criterion-Referenced Assessment
Workshop Training · Module 3 of 5

Duration

55 min

Learning Objectives

Write assessment criteria at EQF Levels 3–5 using Bloom's Revised Taxonomy (Anderson & Krathwohl 2001) — distinguishing knowledge, comprehension and application descriptors
Align a rubric to occupational standards using the ECVET credit-point framework and unit of learning outcome structure
Apply the SOLO taxonomy to identify surface vs. deep learning in learner-produced evidence

Activity Sequence

Time	Activity	Notes
0–10 min	Sort activity: place 12 verbs on Bloom's Revised Taxonomy levels 1–6	Pairs. Common misconceptions: "understand" vs. "apply"; "evaluate" vs. "create".
10–30 min	Workshop: rewrite 3 weak assessment criteria using ECVET unit structure + Bloom's Level 3–4 descriptors	Provided: 3 real-world (anonymised) weak criteria from NQF submissions. Groups rewrite and justify.
30–45 min	SOLO taxonomy application: grade 4 learner evidence samples (multistructural vs. relational)	Individual, then compare. Discuss: where is the pass/merit line and why?
45–55 min	Build one criterion for your own course: write Developing / Proficient / Distinction descriptors	Exit ticket: submit draft criterion. Trainer feedback within 48h.

Assessment rubric ›

Criterion writing (Bloom's)

Developing

Vague verbs; no observable behaviour

Proficient

Observable verb + performance context at correct Bloom's level

Distinction

Correct + aligned to ECVET unit and standard reference

SOLO taxonomy grading

Developing

Grades by volume of content, not structure

Proficient

Correctly distinguishes multistructural from relational level in all 4 samples

Distinction

Correct + articulates why extended abstract is rarely achievable at Level 3

Session Plan

Cost Accounting & Contribution Margin Analysis
Business & Finance · Module 3 of 5

Duration

60 min

Learning Objectives

Calculate contribution margin per unit and break-even point for a manufacturing SME using the Austrian Deckungsbeitragsrechnung model (ÖNORM / Kammer der Wirtschaftstreuhänder framework)
Classify fixed vs. variable costs from a provided cost centre statement (Kostenstellenrechnung) and explain the effect on make-or-buy decisions
Interpret a simplified P&L in UGB/HGB format and identify three levers a business owner can use to improve EBIT without increasing revenue

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval: classify 10 cost items as fixed or variable for a bakery (Bäckerei) scenario	Pairs. Common misconception: depreciation (fixed) vs. energy (semi-variable).
10–30 min	Worked case: calculate Deckungsbeitrag I & II and break-even for a 3-product line — which product to drop?	Groups of 3. Provided: Kostenstellenrechnung extract + price list. Decision must be justified with numbers.
30–50 min	P&L analysis: identify EBIT levers from a UGB-format income statement	Individual. Three interventions: cost reduction, mix shift, price adjustment. Rank by impact.
50–60 min	Gallery walk: compare group decisions — where do teams disagree on the drop/keep decision?	Debrief: sunk costs, qualitative factors (customer relationships), capacity constraints.

Assessment rubric ›

Deckungsbeitrag calculation

Developing

Formula applied but fixed/variable classification errors

Proficient

DB I & II correct; break-even calculated accurately

Distinction

Correct + sensitivity analysis (what if variable cost rises 10%?)

Drop/keep decision quality

Developing

Decision based on revenue only, ignores margin

Proficient

Decision justified with DB II figures and capacity argument

Distinction

Correct + addresses qualitative factors (sunk cost, customer dependency)

Session Plan

Setting Out & Tolerances for Masonry Structures
Construction & Built Environment · Module 2 of 5

Duration

60 min

Learning Objectives

Apply BS 8000-3:2001 workmanship tolerances to set out a cavity wall return, checking plumb and gauge at each lift using a spirit level and gauge rod
Identify and correct three common setting-out errors (diagonal check, course gauge drift, perpend misalignment) using the 3-4-5 rule and string lines
Complete a CITB Site Safety Plus site diary entry documenting a non-conformance and corrective action under BS EN 1996-2 (Eurocode 6)

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval: identify BS 8000-3 tolerance limits from a marked-up site photo	Pairs. Common errors: confusing ±5mm plumb with ±10mm alignment over 5m.
10–35 min	Practical simulation: set out a cavity wall return on a 1:5 scale model — plumb, gauge, diagonal check	Groups of 3. Provided: gauge rod, string lines, spirit level, scale drawing. Introduce deliberate perpend error to diagnose.
35–50 min	Non-conformance scenario: course gauge drift at lift 4 — document and correct	Individual. CITB site diary format. Identify root cause (bed joint variation) and propose corrective action.
50–60 min	Peer review: swap site diaries — does the corrective action meet BS EN 1996-2?	Pairs. Checklist: root cause identified, tolerance cited, action proportionate, signed.

Assessment rubric ›

Setting-out accuracy

Developing

Plumb checked; gauge and diagonal omitted

Proficient

All three checks applied within BS 8000-3 tolerance

Distinction

Correct + identifies which check is critical at each lift and why

Non-conformance record

Developing

Error noted but no root cause or corrective action

Proficient

Root cause identified + action proportionate to BS EN 1996-2

Distinction

Correct + preventive measure proposed to avoid recurrence

Session Plan

MIG Weld Quality Assessment & Defect Classification
Welding & Metal Fabrication · Module 3 of 5

Duration

60 min

Learning Objectives

Classify MIG weld discontinuities (porosity, undercut, lack of fusion, spatter) against BS EN ISO 5817:2023 quality levels B, C and D using visual inspection and a weld gauge
Apply the EWF-standardised welding procedure specification (WPS) to adjust wire feed speed and voltage parameters for a 3 mm S235 butt joint, predicting the effect on bead profile
Complete a non-conformance report (NCR) in the format required by BS EN ISO 3834-3 for a Level C quality management application

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval: match 6 defect photos to ISO 5817 reference imperfection names and severity level	Pairs. Common confusion: porosity Level B vs. C limits; undercut vs. incomplete fusion.
10–35 min	WPS parameter exercise: given a 3 mm S235 butt joint at 120A, predict bead profile change for ±10% wire feed and ±2V voltage adjustments	Groups of 3. EWF WPS template provided. Each group defends one parameter set — class comparison reveals trade-offs.
35–50 min	NCR writing: apply ISO 3834-3 format to a provided weld sample with two Level B exceedances	Individual. Must include: defect ID, location, measurement, standard reference, disposition (accept/repair/reject).
50–60 min	Peer NCR audit: does the report meet ISO 3834-3 minimum fields? Would it survive a third-party audit?	Pairs. 8-point checklist. Key question: is disposition justified with reference to the standard?

Assessment rubric ›

Defect classification

Developing

Identifies defect type but misapplies ISO 5817 quality level

Proficient

Correct defect name + correct B/C/D level with standard reference

Distinction

Correct + identifies likely root cause from WPS parameters

NCR completeness

Developing

Defect described but disposition missing or unjustified

Proficient

All ISO 3834-3 fields complete; disposition referenced to standard

Distinction

Complete + audit-ready language; preventive action proposed

Session Plan

PV System Sizing & IEC 62446-1 Commissioning Documentation
Renewable Energy / Solar PV · Module 2 of 4

Duration

60 min

Learning Objectives

Size a grid-connected PV system (string voltage, module count, inverter match) against site irradiance data and EU RED II (2018/2001) performance targets using SMA Sunny Design
Complete an IEC 62446-1:2016 initial verification report including I-V curve test interpretation and insulation resistance values for a 10 kWp residential installation
Identify the three most common commissioning failures (open-circuit faults, string reverse polarity, ground-fault current) and document corrective action in the handover pack

Activity Sequence

Time	Activity	Notes
0–10 min	Retrieval: match 6 I-V curve shapes to fault conditions (shading, bypass diode failure, string mismatch)	Individual, then pairs. Common confusion: partial shading vs. bypass diode activation pattern.
10–35 min	Sizing exercise: use SMA Sunny Design to configure a 10 kWp rooftop system — select modules, verify Voc vs. inverter max, confirm string layout meets IEC 62446-1 Annex A limits	Groups of 3. Each group receives a different roof orientation (S, SE, SW). Compare yield predictions and discuss RED II performance ratio target (≥0.75).
35–50 min	Commissioning report: complete the IEC 62446-1 initial verification template for a provided system (pre-filled with 2 deliberate errors — find and correct them)	Individual. Errors: insulation resistance value below IEC minimum; missing continuity test for protective conductor.
50–60 min	Fault scenario: given a ground-fault current reading of 50 mA on commissioning, write the corrective action entry for the handover pack	Exit ticket. Must reference IEC 62446-1 clause, measurement method, and pass/fail threshold.

Assessment rubric ›

System sizing

Developing

Module count correct but Voc vs. inverter limit not verified

Proficient

Correct layout + Voc within inverter spec + RED II PR target met

Distinction

Correct + shade analysis and alternative string configuration proposed

IEC 62446-1 report

Developing

Errors identified but clause reference missing

Proficient

Both errors found and corrected with IEC 62446-1 clause reference

Distinction

Correct + identifies likely root cause (installation step where error typically occurs)

Each module checked against the current edition of the relevant occupational standard before publication.

¿Cómo serían los tuyos?

Escribe tu tema y tu email — tu ejercicio, cuestionario y rúbrica de ejemplo estarán en tu bandeja en menos de un minuto.

Gratuito — sin cuenta · Cumple RGPD

El ciclo es la estructura. Lo que sigue es la experiencia.

Cada fase tiene un motivo. La página del método te muestra qué ocurre realmente — y por qué.

Las 6 fases: fundamentos y ejemplos →

APRENDIZAJE EN EQUIPO

Una rúbrica. Dos formadores. Una conversación de 30 minutos que mejora las dos.

Después de completar un módulo, dos formadores llevan sus rúbricas generadas con IA a una revisión entre pares del viernes. Uno puso los criterios de seguridad al 40%, el otro al 25%. Esa diferencia se convierte en una conversación de 30 minutos que mejora ambas rúbricas. Para eso está diseñado este curso — preparación individual que hace el aprendizaje en equipo más agudo. Ejemplo ilustrativo basado en feedback de usuarios en beta. Mester prepara los materiales; la conversación ocurre con tu equipo. ¿Sin revisión entre pares programada? La rúbrica sigue siendo útil — como herramienta de reflexión individual a la que volver después de la sesión.

Terminas cada módulo listo para el lunes

Cada 90 minutos sigue la misma estructura — hay un motivo

Feedback que responde a lo que escribiste de verdad

Practica en tu propio contexto, no en el aula de otro

Con lo que realmente sales

¿Cómo serían los tuyos?

Una rúbrica. Dos formadores. Una conversación de 30 minutos que mejora las dos.

Tu plan de sesión del lunes empieza aquí.