Abstract:

The work presented in this paper is based on more than 25 years experiences at University of Zilina, Slovakia in an area of engeneering education. This article presents far-reaching reason for an effective use of technology to diagnose knowledge needs and to determine core competencies in teaching and learning in the „archetype“ core competencies forming of the engineering students.

This article describes the principal stake of digital content with transformation of knowledge to eContent to coordinate work and communication between individuals in the chain of value. Educational research is a topic of interest in the field of technological education in particular, predominantly on the base of synergy of didactical aspects, societal attitudes, and digital content oriented application, as well as on the analysis in the existing digital content, knowledge and know-how available at the educational, professional and public level in technological domains.

This work deals particularly with the design, characteristics and application of e-Content, and a new role of teachers and students core competencies in a fast growing world industrial sectors (e.g. mechatronics), for which in educational niche it is critical to provide enriched digital contents through an advanced technology and support training tools. In this description, digital content of engineering subject as a common training tool helps multidisciplinary collaboration and strength exchanges within scientific and technological areas of technology in forming process of the core competencies.

This article describes elements critical to eEducation – visual imagery, movement, virtual modelling, parameters simulation, and the like are almost completely compromised with the real environment, and the limits of the support in eContent of engineering skills. Concerned with the aim of this article, we demonstrate the fact, that the digital content and networked applications support transformative changes in the approach to form a knowledge based core competencies of engineers to be better educated and better prepared for the role of eContent in the new knowledge-based economy. This is demonstrated through an example of eContent form of enquiry and the role of learning theories and practising in university environment and it is described in details as a practise based example for Socrates/Erasmus mobility program in engineering prospective professional end users taking into account the automotive industry employees in Europe as an European Commission response to the educational opportunities made available by dramatic technological innovation in the end of 1990s.

Keywords:

engineering education, core competencies, digital content, didactics.