Abstract:

Remote work and globalization, caused by the increasingly necessary integration of development teams located hundreds or thousands of kilometers away, has made it necessary to implement collaborative engineering in the industry a few years ago. The recently experienced global pandemic situation has meant that these tools have been a survival lifeline for many companies.
In this sense, fortunately, academic environments have not been left behind and there are already quite a few training centers that incorporate collaborative technologies in the training of their students.
In the National University of Distance Education of Madrid these technologies have been incorporated in a general way. But the distance and the difficulties that our students encounter are not the appropriate framework to study in a motivated way. To alleviate this problem, the tutorial function has been actively incorporated, not only in training, but also in motivation.
In the field of engineering, where learning by project is probably the best alternative, peer-to-peer assessment is a very useful tool. The problem is that when students are short of time, they try to focus on what they consider to be a priority. But with this they neglect other tools that, although it may not seem like it, can be fundamental. Such is the peer-to-peer review tool.
In this communication, a review is made of how collaborative engineering has evolved, from its beginnings from concurrent engineering to the present. The alternatives available today are considered, both in open professional environments and in specific professional environments, indicating the deficiencies that still exist in this type of solutions.
After this analysis, which is carried out under the prism of its usability in the academic environment, it is proposed how the tutorial function can be incorporated into the operation of these integrated methodologies in a peer review system. This seeks to present an agile and friendly tool, useful in the academic field.
In this work, the experience of several years of development of these learning methodologies by project, collaborative training and peer assessment is contributed, while the first and satisfactory results obtained in the incorporation of the tutorial function are incorporated. All of it in the field of university training of engineers in the industrial field.

Keywords:

Collaborative engineering, Tutorial Function, Peer-to-peer evaluation, Concurrent engineering, Teaching-learning methodology, Industrial engineering.