Abstract:

The work presented in this paper is based on more than 20 years experiences at University of Žilina, Slovakia in the area of engineering education for an effective use of technology to diagnose knowledge needs and to determine key competencies in teaching and learning process, especially in the focus of forming engineering technology student’s archetype.
This paper deals with confrontation of past years technology design and production sector has changed dramatically and so have employees’ competencies, habits, methods and expectations changed. The Universities faced ever-increasing pressures on market oriented education in digital environment. Our objectives are to provide students with theoretical, practical and relevant training at all times. Realizing the need for change, our vision was to create a competencies-oriented study programs that enabled engineers and managers to cope with the challenges of today’s marketplace and maximize knowledge based potential, by taking advantage of the latest tools and techniques available.
In 2001 we started research to redesign the Mechatronics Curriculum (based on 1990 Mechatronics Study Program). The redesigned Study Program needed to improve the education of Bachelors and Engineers level as well as support the implementation of the industry strategy. In addition, new employees needed to successfully address the challenges of e-Technology training tools and the current market characteristics. To understand the training requirements, we conducted in-depth research with learning content and competencies as a synergy of internal training environment and external industry environment benchmarking across key competencies, focusing on what: a) competencies of designers need to succeed, b) the role of management in this process, c) identification of the gaps between what was offered in the past and the present competencies needed, and d) the envisaged changes the industry will face. Analysis of the research confirmed that mathematical skills and product design knowledge training were critical (cognitive domain), and computer aid skills were excellent (affective domain). Other key research results were the need for standardization of tools and performance measures across the academic and industry environments.
The article describes new methodology for study program design for specific tutors´ and students’ competencies to create a performance based team in project-oriented strategy, namely a matrix of the necessary design process steps in relation to product and technology objectives, tools and techniques, key measurement criteria and the management support needed, thus allowing a simple yet comprehensive, visual, understandable and real-life application. Competency profiles for both industry product designers and production managers to identify key attributes but also to support development activities to ensure a balanced team. Key milestones, including pilot programs, were clearly defined, agreed with regional key players. This process ensured on-going customer involvement, quality consistency and helped to minimize any potential risks along the digital learning content development cycle, methodology and didactics included. The article describes elements in Study Program life cycle critical to e-Education based teaching and training – visual imagery, movement, virtual modelling and simulation, and the like are completely compromised with the real industry environment.

Keywords:

Student-focused teaching concept, teacher´s competencies, digital teaching training program, digital learning environment, didactic characteristics of eContent.