Abstract:

Globalization, the emergence of digital technologies and the democratization of Internet use have led to the digitization of society, habits and lifestyles. The educational field is not left out of its influence and, with it, the change of university model demanded by the current digital society. Digitalization promotes access to distance learning and increases its frequency, furthering learning and teaching, internationalization and knowledge transfer. It thus represents a revolution in higher education and research.

This revolution is embodied in the concept of digital disruption. This encourages accelerated and exponential changes, altering the foundations of the existing model. Associated with this process of disruption, new methodologies arise that respond to the student's need for continuous learning, as is the case of Microlearning. In this context, informative capsules, or educational capsules, stand out, defined as tools with which short contents can be generated to explain in a descriptive way a key concept in education with updated information. Focused on generating short materials that generate a concern in the student, they show specialization lines within a specific branch of knowledge.

The capsules are of great help in the case of broad and diverse disciplines, with multiple connections that require concreteness and condensation of what interests you deepen. In addition to facilitating the learning process, they allow students to gain greater retention of knowledge, access information at any time and from anywhere, save classroom time and motivate the student to continue learning autonomously.

It is essential, in this context, to point out the role played by the different actors: the student as passive receiver of knowledge and the teacher as a fundamental link with the professional world, being useful for the organization of collaborations with professionals outside the university. The latter becomes, therefore, the facilitator of knowledge. On the other hand, the student is the protagonist of their education and responsible for making use of the informative capsules for the expansion and personification of their knowledge.

Education cannot afford to remain sidelined by social and technological advances. Thus, this tool is part of the so-called e-learning, or learning through the Internet, and can appear in different digital formats. It is clearly a form of digital disruption in which all available digital tools are used. In this sense, this article aims to analyze the benefits and possible applications of informative capsules as a tool for autonomous student learning, focusing on teaching in schools of architecture.

New technologies and digital methodologies are presented as valuable tools in architectural education. The construction sector is facing technological transformations that enrich, in turn, the curricula. Furthermore, taking into account that society demands professionals, not only with technical skills, but also with the ability to learn to know, to learn and teamwork; a paradigm shift towards learning methodologies based on the work of the self-directed and meaningful student where the teaching-learning process is understood as bipolar is urgently needed.

Keywords:

Informative capsules, autonomous learning, digital disruption, architecture.