Abstract:

In the context of the fourth industrial revolution and its accelerated automation of tasks, the irruption of artificial intelligence (AI) and the generalization of algorithms and big data, offer indicative elements of a strong increase in technological unemployment in the coming decades. From one side, the main goal of superior grade formative courses is to provide to the graduates with skills oriented to job developing with mid-level responsibilities. From the other side, the superior grade formative courses could be the educational most affected level by the strong process of digital transformation that the different OECD economies begin to experience. Focus on analysis on the Spanish case, we propose the application to the superior grade formative courses of a sequence based on the following axes: analyze, connect, experiment and create (ACEC); it's useful as a defensive mechanism against the fast advance of technological unemployment. This sequence is focused on fundamental aspects for the adequate design of teaching activities that take into account the competitiveness of future graduates in the labor market based on innovative-entrepreneurial skills.

This paper links the analysis of the results obtained from the Felder-Silverman test with the design of teaching activities integrated in the ACEC sequence. The objective is to take into account the profiles of students considered critical for each of the four dimensions of the Felder-Silverman Learning Styles Model (FSLSM).

Keywords:

Learning experience, educational innovation, learning strategies, academic programme, formative course, superior technician.