The experiential learning is based on the need that in the elaboration and/or resolution of the case there are elements of realism and implies an effective action of the students. This has a clear impact when considering training from a more experiential perspective.
It is no longer just a case of posing the case as an aseptic project, more or less realistic, but with a clear experiential connotation, of experience. In this way the referents, the data, the analysis can be more intense because they link students with reality and, in addition, the experience incorporates an emotional dimension that intensifies learning. It is not about practices or applied work: it is the possibility of offering students a real experience where learning must be built later. It would be a clear example of active, implicit and inductive models.
The purpose of our proposal is to improve the different experiential learning experiences generated at the Faculty. For this reason, we set out as a line of action to design a guideline to structure the experiential activities so that it serves as a guide or handbook for the teaching staff that implement this type of case study.