Digital Paradigm in Educational Management: The Case of Construction Education Based on Emerging Technologies

Abstract

<jats:p>The effective use of emerging technologies demands the training of highly quali-fied personnel with digital literacy professional skills. The aim of the study is to characterize the virtual construction site as a digital resource for pedagogical man-agement of the educational process in the construction university. The principles of tradition and innovation have become the methodological basis for linking best practices in pedagogical management of the learning process with qualitative changes based on modern digital technologies. A virtual construction site entails a digital resource imitating professional activities and providing integration of sci-ence, technology, pedagogical management of educational process on the basis of common standards of data description. The content of the virtual construction site represents a complex multi-level menu corresponding to the construction stages. Efficiency criteria (metaproject, activity, digital, relevant, complex) allow to find out the level of formation of ability to work with digital technologies. The princi-ples of selection and structuring of content ensure its validity and updating. The practical significance of the research is provided by the didactic functions of the virtual construction site, providing for the involvement of students in design and construction activities, establishment of interdisciplinary relations. The social sig-nificance consists in personalisation of the educational process and formation of the students' professional individuality. The originality of the study lies in the jus-tification of the digital paradigm of higher education, which forms a pedagogical community that promotes and actively integrates digital content into the educa-tional process.</jats:p>

Digital Competence, New Perspectives for Teaching in Contexts of Social Isolation [Competencia digital, nuevas perspectivas para la docencia en contextos de aislamiento social]

“…Tourón et al (2018) has defined digital competences as the skills for the participation of different communities, for the purposes of empowerment in networks, teaching based on the management of information in a sustainable way; and the application of these concepts for the formation of digital citizenship. Among its dimensions, it agrees with other authors and organizations that highlight these components (Comisión Europea, 2009;Choi et al, 2018;Choi et al, 2017;Garzón et al, 2020;Pugacheva et al, 2020): (a) Information management, (b) Communication and collaboration, (c) Creation of digital content, (d) Security, (e) Problem solving. Regarding the first, he considers it as that human skill to acquire information in different media, use it for educational purposes, and provide feedback on learning, as well as teach others to acquire it by their own means.…”

“…This is important since the European Commission ( 2009) had raised new curricular requirements for educational organizations and institutions in the world, in which the development of new profiles is introduced to form the teaching profile of future professionals. Thus, he considers some of them as: (a) Communication and collaborative work, (b) Mastery of digitization content, (c) Information literacy, (d) Problem solving, this has also been consistent with the proposals of others authors who highlight its usefulness in the formation of the educational profile (Larraz et al, 2019;Garzón et al, 2020;Pugacheva et al, 2020;Tourón et al, 2018). These proposals bring new concerns to Peruvian education, since these perspectives were little conceived, and apparently, the new teaching has adapted to the context of remote education by obligation, although this is not an obligation for everyone, but rather a defect of the educational system itself, which has not forged them in these competencies effectively.…”

“…For this reason, it is understood as the induction towards learning using virtual media or platforms in different modalities: (a) self-training, (b) co-training, (c) heteroformation (Choudrie et al, 2018;Engen, 2019;Engeness et al, 2020;Girón-Escudero et al, 2019;Garzón et al, 2020). Although some theorists explain that they are known as the basic skills for the use of information and communication technologies (ICT) (Lakkala & Kantosalo, 2011), ignoring the development and adaptation capacities of these ways to achieve learning through domain of digital information, as suggested by other studies based on digital socioconstructivism and humanist connectivism (Pachis & Zonneveld, 2018;Pugacheva et al, 2020;Tourón et al, 2018). Digital competences are the constructivist domains of the teacher in digital media that allow them to learn, diversify and reward knowledge through interactions based on development, the thinking about digital competences here is more humanistic than structuralist.…”

“…In this regard, we can affirm in terms of security competence that it is the ability to provide means that protect consumer information, information from platforms, information from different learning objectives (OVA), and the repositories in which they will be added, with didactic purposes in which the ethical sense of digital training is implied. In this case, it is clear from the authors that this is the point from which the humanistic sense of digital competences starts (Comisión Europea, 2009;Choi et al, 2018;Choudrie et al, 2018;Engen, 2019;Garzón et al, 2020;Pachis & Zonneveld, 2018;Pugacheva et al, 2020;Spante et al, 2018;Tourón et al, 2018), so they depart from the functionalist sense of their training requirement. Many of the current problems are related to urgent social problems, among them: (a) cyber bullying, (b) the adoption of identity, (c) the hijacking of information, (d) SEO positioning, (e) Couple cyber dating.…”

Impact of Integrated E-learning: Traditional Approach to Teaching Engineering Perspective Courses

“…In order to achieve new conceptual insights in the production of instructional materials, pedagogical management of the academic approach requires sustainable engagement between teaching and learning topics [27].…”