Abstract:

The entry into the European Higher Education Area (EHEA) meant a great revolution for the Spanish universities. One of the biggest challenges was bridging the gap among studying and working, which in terms of digital competence, is mainly important in the subject of Technical Drawing.

This discipline has been taught through two-dimensional drawing methods based on the use of the blackboard and paper. However, in recent years, new technologies are greatly easing three-dimensional modelling, so 2D-drawing has demanded the combined 2D / 3D computer support, whose prospects have promoted a new teaching approach [1].

Technical Drawing is fully connected with Engineering and Architecture Degrees due to the cognitive development of student of three-dimensional visualization skills. That is why it is essential to take attention in the training of architects and engineers. It is interesting to note that a significant percentage of students who enrol in these degrees have not studied Technical Drawing in high school. That situation generates difficulties for students in relation to those subjects oriented towards Technical Drawing in particular and most of the other subjects that are taught in the degree due to re relation of drawing and design, these being the last to be passed [2, 3 & 4].

Teaching guides related to Technical Drawing of all the degrees belonging to the three Universities in Galicia (Spain) have been analysed. The results indicate that although the objectives include the acquisition of virtual competence, 93, 9 percent of the sample does not include teaching methodologies or strategies of evaluation aimed at its acquisition.

References:
[1] P. Natividad, J. Calvo, R. García and J.P. Sanz. Nuevas tecnologías visuales aplicadas a la docencia de la geometría descriptiva. Actas del Congreso Internacional de Innovación docente. Universidad Politécnica, Cartagena, 2011.
[2] D. Vergara and M. Rubio, Una innovadora metodología para ejercitar la capacidad de visión espacial de los estudiantes de ingeniería. REDU, 11, 2013, pp. 329-347.
[3] Masek, A. & Yamin, S. (2012). Comparative Study of the Effect of Problem Based Learning and Traditional Learning Approaches on Students’ Knowledge Acquisition. The International Journal of Engineering Education, 28 (5), 1161–1167.
[4] Obradovic, S.; Bjekic, D. & Zlatic, L. (2015). Creative Teaching with ICT Support for Students with Specific Learning Disabilities. Procedia - Social and Behavioral Sciences 203, 291 – 296.

Keywords:

Innovation, Architecture, Engineering, Technical Drawing, Virtual Competence.