Abstract:

Education and current technological changes represent essential conditions, characterized by being accompanied by abrupt social changes in education and other aspects, immersed in a disruptive society, where knowledge is generated very quickly and loses validity in the same way. Technological and engineering education teachers contribute to the transformation of this social order, through their teaching labor to facilitate the appropriation of their students' knowledge with the support of the updated mastery of their discipline; the didactic strategies of learning-teaching and ICT; In the same way, they help to enhance the new generations as part of their training in skills in knowing how to know, knowing how to do and knowing how to be. The proposal arises from the analysis that was carried out of the current environment related to student learning in emerging situations and the training of teachers to face the uncertain and chaotic future that we are confronted with; for this purpose, methodologies of e-learning, e-assessment of learning and development of an e-teaching project were considered.

e-Learning Methodologies:
In teacher training we pursue that higher education teachers can plan their instructional designs in a well-founded way, providing e-learning methodologies based on e-learning standards of learning objects (LOs), but mainly such methodologies, in a way more comprehensive, based on the knowledge and understanding of a learning unit (UoL) modeling standard. We will deal with a projected methodology for technological higher education, which in turn is based on an educational model, already implemented, called Face-to-Face Distance Education (FFDE) where the emphasis is placed on the design of teaching and learning activities for three actors: the advisor, the tutor, and the students.

e-Assessment of learning by competencies:
For the successful achievement of the evaluation process, teachers are provided with the theoretical-conceptual elements necessary for the ideal selection of assessment strategies and instruments used by the teacher in the different contents and topics of their subjects, showing in this process a continuous improvement attitude. Teachers contrast the concepts they have due to their daily assessment practice against the concepts raised by the authors reviewed in the selected literature, in a process of deconstruction-reconstruction, becoming aware of the changes that, collaboratively, they must incorporate into their assessment practice, supported by solid theoretical foundations and as concrete products or evidence of their learning, all based on e-Assessment concepts.

e-Project of teaching innovative:
The innovative project in the philosophical practice of action that requires a combination of transformational evolutionary methodologies and technologies e-Learning, b-Learning, c-Learning, p-Learning, and u-Learning, this is based on the experiential teaching learning and a constant metanoia to improve results and skills with strategies to advance ingenuity and knowledge, in order to generate improvements in the quality of higher education. A didactic model of e-education is proposed from a holistic education, where learning is a process that involves many levels of human consciousness such as affective, physical, social, and spiritual, strengthening deficiencies and weaknesses, this recognized individually and collectively in the field.

Keywords:

e-learning Methodologies, e-Assessment, e-Project of teaching.