Within these new abilities, excels adaptive and new thinking, involving changes in the paradigms of knowledge storage and acquisition. Therefore it is important not retain large amount of information, but the ability to continuously learn and modify cognitive schemas as new knowledge emerges, because ” … our ability to learn what we’ll need tomorrow is more important than what we know today ” in addition to this, the ability to connect to multiple sources, in order to find what is needed but is not known yet, Siemens in Bordignon (2012, p. 123).
These characteristics are what make workers and students in the knowledge society. Moravec (2008) defines the term knowmad, as someone innovative, imaginative, creative, and able to work with virtually anyone, anywhere and anytime. The knowmad among its features also use the information and generate knowledge in different contexts, stays connected, possess the competence to solve unknown problems, is able to unlearn in order to add new ideas, and is not afraid to fail.
Since knowledge is constructed along life, it is made up of learning things that are often invisible to the formal education systems. But they are not in any way invisible for professional and social life (Cobo and Moravec, 2011); many of the particular expertise to a profession are not usually acquired in formal education environments, however, they are an important part of the training process of students.
The peer influence is an important part of the learning process; however most of the time remains invisible to the structured programs, described as a tool in some activities. The peer influence could be treated as a media to develop skills in the technology appropriation process. This proposal includes the use of online surveys, interviews and monitoring of the development of technological and digital skills of engineering students in mechatronics.
The consultation seeks to identify the preferences and use of certain software and hardware, by students. Likewise it seeks to recognize the main source of guidance on decision making: teachers, classmates, family and friends, publicity in press or digital format, etc.
The students’ population belongs to the same University in three different campuses; two of them use a face model, while the other has a blended model. The interaction between student and teachers, as among students themselves could lead to a different way of peer influence, these variances are the object of this study.
Bordignon, F. (2012) Reflexiones sobre rasgos culturales de la sociedad red y su relación con la enseñanza y el aprendizaje. Enl@ce: Revista Venezolana de Información, tecnología y conocimiento, vol. 9, núm. 3, septiembre-diciembre, pp. 119-131. Venezuela: Zulia University.
Cobo Romaní, C.; Moravec, J. W. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Collecció Transmedia XXI. Laboratorio de Mitjans Interactius / Publicacions i Edicions de la Universitat de Barcelona. Barcelona.
Mohammad Hosein, J. (2013). Social Technologies and Informal Knowledge Sharing within and across Organizations.
Moravec, J. (2008) Knowmads in Society 3.0. Website Education Futures: http://www.educationfutures.com/2008/11/20/knowmads-in-society-30/