Universidade Portucalense (PORTUGAL)
About this paper:
Appears in: ICERI2018 Proceedings
Publication year: 2018
Pages: 6021-6029
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2411
Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain
Organizations have suffered a large (r)evolution at the social, economic and technological levels. Digital Transformation (DT) is a highly complex, organization-wide endeavor. For DT to succeed, Information Systems (IS) must be aligned with both the organization and the adoption of DT. With the growing pace of technological advances and the need for more agile organizations, so as to become more competitive and innovative, new curricula that consider DT in 1st cycle courses in computation field are required to address the needs of present and future workers in this field of knowledge.

Any course of a 1st cycle study curriculum in the computation field should provide students with skills that enable them to acknowledge and understand the importance of DT in organizations. While the scientific and organizational communities are currently mainly focused on technology and innovation, it is the moment to discuss that is the most relevant knowledge which students need to acquire in the field of digital transformation, in order to provide the necessary skills when they will work in an organizational context. Following this reflection, it was proposed an approach in a DT curriculum that puts forward digital transformation as a central, fundamental and powerful concept.

This expectation of change is directly related to the fact that the expository experiences centered on the performance of teachers in the classroom still present a predominant style. Therefore, the need to reinvent education is latent, since this instructional model, consolidated in the nineteenth century, "has now also to meet the demands and needs of a democratic and inclusive society, permeated by differences and guided by the inter, multi and transdisciplinary knowledge, with which we live in this early 21st century". This change is necessary because as stated by Chickering and Gamson "Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves".

The active learning methodologies are, in turn, student-centered approaches in that they transfer to those the responsibility over the management of their learning experience. It is advised to place students often in a situation of collaboration with classmates. In an active learning situation, teachers assume the role of facilitators or mediators rather than information providers in a unidirectional way. The presentation of facts, often introduced through direct reading, is mitigated in favor of class discussion, problem solving, cooperative learning and writing exercises (classified and unclassified). Other examples of active learning techniques include role-playing, case studies, group projects, or role-reversal dynamics such as think-pair-share, peer teaching, debates, Just-in-Time Teaching, and small practical demonstrations followed by class discussion.

In this paper, the lEarning eCosystem bLendEd aCTIve teChniques (ECLECTIC) will be applied to a Digital Transformation curriculum course. The proposed approach took into consideration, in addition to the motivational aspects, the fusion of several learning strategies for the development of new competences, framed in the current and future moment, in which the digital transformation predominates.
Digital Tansformation, Active learning, DT curriculum, High Education.