Abstract:

The COVID19 pandemic has caused a deep social and economic crisis but it has also stimulated the use of tools, which, being already operational at the social level, can be integrated into the training processes immediately.

The main problem that we have found in the use of messaging tools, such as WhatsApp or Instagram to give two examples, is the structuring of the teaching objectives and the organization of the training processes.

The training that we are currently teaching is aimed at blocks of activities lasting approximately one hour and with a curricular organization divided into blocks usually between 3 and 6 ECTS credits (European Credit Transfer System).

ECTS credits are the acronym for the European Credit Transfer System and it is the model adopted by many universities in the European Higher Education Area (EHEA) to try to homogenize higher education.

A bachelor's degree has 240 credits, divided between 40 and 50 subjects, with an activity per subject of between 75 and 180 hours.

This model is very rigid and is poorly adapted to the content division promoted by training systems based on messaging applications.

In some countries, such as Spain, there is strong administrative control in the teaching programs that are approved.

In the society of the XXI century, the rigidity of the training system and the organization of the contents in blocks called subjects, with a teaching load of the order of 90 hours per subject, are a problem for learning in the areas called STEM (science, technologies, engineering and matemathics).

This text presents an engineering training proposal divided into more operational units for teaching on mobile platforms and much more flexible in order to adapt to the labor market both in the present and in the philosophy of continuous training throughout the lifetime.

Keywords:

Modularization, ECTS, STEM, Training, Mobile Platforms, Training Networks, Whatsapp, Instagram.