Digital transformation model in the evaluation of engineering programs from an education 4.0 approach

Nieto-Taborda, María Luisa; Coello, Jesús Gabalán; Salazar, Jimmy Tullume; Moran, Jerome

doi:10.1109/icacit53544.2021.9612494

Cited by 3 publications

(13 citation statements)

References 15 publications

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“…To improve students' online learning experiences and enhance their satisfaction, interest, and motivation [34,38] 2. To improve the quality of engineering programs and ensure that they meet the current requirements on DT [40,44] 2. To boost advanced innovation [40,45] 2.…”

Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

“…To improve the quality of engineering programs and ensure that they meet the current requirements on DT [40,44] 2. To boost advanced innovation [40,45] 2. To maximize availability of information and use of e-resources [35,38,44] 3.…”

Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

“…To improve sustainability in daily life [41] 3. To accommodate changing market demands for resources and digital specialists [36,37,[40][41][42][43]45] 4. To produce qualified professionals and increase students' digital competence and literacy [33,34,[39][40][41]43,45] 4.…”

Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

“…To accommodate changing market demands for resources and digital specialists [36,37,[40][41][42][43]45] 4. To produce qualified professionals and increase students' digital competence and literacy [33,34,[39][40][41]43,45] 4. To provide students and teachers with personalized environments via digital platforms [38,43] 4.…”

Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

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Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach

Lyngdorf,

Jiang,

2024

Education Sciences

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In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching experiences, prepare students for the needs of industry, and foster innovation. Despite a growing number of small-scale empirical studies concentrating on digitalization at lower single-activity and classroom levels, the practices of traditional education largely remain. There is a need for more systematic and holistic frameworks to facilitate and guide DT in engineering education. This study reviews 13 studies, using a systematic approach to identify and analyze the literature on frameworks for DT of engineering education. Several characteristics are identified, including types of DT frameworks and models; drivers of DT; and digital learning tools and types. In addition, various anticipated outcomes of DT reported in the included studies are described at the micro, mezzo, and macro levels. Recommendations for future practices for engineering students, educators, and institutions and future research directions for engineering educational researchers are also proposed to support the further development of digital education.

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Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

Section: Rq 1-what Are the Drivers And Prevailing Types Of Dt Framewo...mentioning

confidence: 99%

See 2 more Smart Citations

Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach

Lyngdorf,

Jiang,

2024

Education Sciences

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“…La educación avanzada, también llamada educación 4.0, y los ecosistemas en red desarrollarán habilidades y construirán competencias para la nueva era de la fabricación (Mourtzis et al, 2018). Una ruta es ofrecida por Taborda et al (2021) en la que se interrelacionan funciones, factores y características sustantivas para llevar a cabo un enfoque de educación 4.0 donde se explora la transformación digital desde una perspectiva sistémica, que integra los diversos factores de acreditación de alta calidad de un programa académico. La educación 4.0 se presenta como un medio para la transformación digital en las necesidades globales de integración avanzada de los seres humanos y la complejidad.…”

Section: Transformación Digital Y Educación 40unclassified

Horizontes digitales complejos en el futuro de la educación 4.0: luces desde las recomendaciones de UNESCO

Ramírez-Montoya

McGreal

Agbu

2022

RIED

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La complejidad del cambio constante tiene un impacto global en todos los sectores y especialmente en el ámbito de la educación. Este artículo pretende analizar los posibles horizontes digitales que se vislumbran en el futuro de la educación 4.0 a partir de las recomendaciones de la UNESCO. En particular, las recomendaciones de los recursos educativos abiertos (REA) como soporte estratégico para la transformación digital, para presentar las valiosas aportaciones de los artículos que componen este monográfico. El método seguido fue la revisión bibliográfica y el análisis propositivo. Los resultados muestran aportes para la educación 4.0 vinculados a las recomendaciones de la UNESCO: (a) razonamiento para la complejidad, (b) acceso con plataformas abiertas, (c) soporte digital, (d) nuevas creaciones y (d) solidaridad. También se presentan diez artículos que contribuyen con el conocimiento de la educación 4.0, los recursos educativos abiertos, la ciencia abierta y las prácticas de transformación digital. Los horizontes digitales esbozan procesos para: (a) reconstruir los espacios formativos de las personas; (b) la educación como parte de un nuevo ecosistema inclusivo de formación; (c) la tecnología digital abierta como vehículo de nuevas ideas y vínculos; y (d) co-construir nuevos procesos formativos. Las contribuciones pretenden ser de valor para la comunidad académica, científica y social, interesada en proponer nuevas posibilidades para una educación de calidad, abierta, inclusiva y solidaria.

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The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology

Erik Lyngdorf,

Thelin Ruggaard,

Otrel-Cass

et al. 2023

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up approach that gives space for individual teacher’s agency while also ensuring a collective teaching culture. The framework emphasizes how pedagogical approaches can address the different needs that HE teachers and student communities have that reflect disciplines cultures and/or the diversity of learners. Only a framework mindful of heterogeneity will be able to address questions of justice and fair access to education. Likewise, in the spirit of rewilding, the framework should not be considered a static “one size fits all” solution. We aim for an organic and dynamic framework that may be used to pause and reflect to then turn back to one’s own teaching community to consider (learn from, listen to and respond to the teaching and learning of different communities). Therefore we plan that this framework will be a living document throughout the HIP-project’s lifetime.

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Digital transformation model in the evaluation of engineering programs from an education 4.0 approach

Cited by 3 publications

References 15 publications

Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach

Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach

Horizontes digitales complejos en el futuro de la educación 4.0: luces desde las recomendaciones de UNESCO

The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology

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