Abstract:

There is consensus in what the engineer should not only know, but also know how to do. The know-how does not arise from the mere acquisition of knowledge but is the result of putting into function a complex structure of knowledge, skill, etc.; that need to be expressly recognized in the learning process so that the pedagogical proposal includes the activities that allow their development. In this context, competency-based design or integration into the Curriculum would help invigorate the knowledge required of newly-received engineers.

Curricular innovations should include multidisciplinary aspects, emphasize systems views, and introduce engineering problems, principles, practices and solutions from early in teaching. Engineering problems are needed to connect horizontally and vertically linking courses to each other.

This paper show the importance of technology in teaching some complex subjects in basic sciences which allowed the linkage between the different agents involved and teaching tools, which should be modified and dump in multimedia materials. In this way, so-called virtual or "e-learning", training as a new teaching approach able to unite the use of new technologies to education becomes important.

The teaching work in the multidisciplinary laboratory relates an experience that was coordinated between different chairs to do changes in the learning process to reach better comprehension about complex systems which involves symbolic tools working about physical systems in real time; the collaborative work promote basic capabilities and facilitate student multidisciplinary training.

This presentation includes the planning, analysis and selection of contents in the development of models with Laplace Transform, showing applications, Transfer Function, stability of physical systems and temporal response, showed in different contexts using virtual instruments.

Keywords:

Competencies, curriculum, engineering teaching, technology.