Competence-based blended learning in building automation: towards a EU curriculum in ‘Domotica’

Abstract

A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning regional differences among the various European partners involved in the learning. Refusal to accept e-learning approaches has been considerable among teachers and students in piloting building automation courses, and mainly related to four factors in the tradition of adult education: curriculum tradition, oral tradition, lack of confidence in technical solutions to educational matters and lack of experience with the media.

Keywords:

• Competence
• blended learning
• Competence graph
• Resistance factors
• Curriculum; Building automation
• Domotica