In recent decades, monitoring has become a vital tool for enhancing the energy efficiency of buildings. Its incorporation throughout the construction process allows for the identification of risks, tracking the development of various physical parameters associated with the building as a whole, and collecting interpretative data throughout the building's lifespan. Therefore, in the 21st century, its utilisation is crucial for improving digitalisation, reducing costs, and increasing the safety of constructed environments. Consequently, it is essential to train future professionals in the construction sector with a strong foundation of knowledge and skills to meet these challenges. Notably, university master's programmes specialising in technological innovation in construction increasingly include modules and lessons related to this subject within their curricula.

The E.T.S. de Edificación de Madrid has been operating along these lines for over a decade in its postgraduate programmes. However, an increasing number of students from South America mean that face-to-face sessions sometimes cannot cover all the content in the syllabus. Consequently, students must undertake guided work outside the classroom and encourage autonomous learning from any part of the world to develop the required competencies. This has led to the idea of virtual collaboration in educational contexts, enabling dynamic activities through virtual teams where individuals work remotely, regardless of their location, supported by teachers and online content. These approaches positively influence students' future professional integration in a globalised world where teleworking and multidisciplinary, international teams are becoming more common.

In a guided manner, this work presents how to organise a semester course through virtual collaboration environments with master's degree students. For this purpose, we have taken the subject of building monitoring as a reference, where theoretical content and educational robotics practices applied to building are addressed. In this sense, we present a theoretical framework on the fundamentals of these virtual collaborations and show the planning of sessions used in a hybrid teaching course (presence-virtual). The competences to be acquired in each activity and the necessary timing for their development inside and outside the classroom are also included. The difficulties students and teachers face in this context and the collaborative environments used are also discussed. Finally, the evaluation criteria employed and the expected learning outcomes are presented, so this document can serve as a basis for designing this type of activity.

Keywords: Post-graduate Education, 21st Century Skills, Virtual Learning Environments (VLE), Digital Technologies and Resources for Learning.