Documentación técnica
Permanent URI for this collectionhttps://hdl.handle.net/11285/345353
Reporte, explicación o análisis de una aplicación, objeto o servicio. Incluye las características y la forma de operación. Registra los resultados técnicos y/o experimentales arrojados por una investigación. Es publicado por una institución u empresa para uso interno. Algunos ejemplos: manual, guía de uso, control de desarrollo, diagramas de flujo, requerimientos, etc.
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- Informe de habilidades en la industria automotriz en México : shaping skills framework(Institute for the Future of Education, 2025-1) Ceballos Cancino, Héctor Gibrán; Butt, Sabur; Ríos Alatorre, Gustavo de los; Madera Espíndola, Diana Patricia; Tecnológico de MonterreyEste informe establece esfuerzos fundamentales para la identificación inmediata de necesidades de reskilling y upskilling mediante un enfoque semi-supervisado y supervisado que integra modelos de lenguaje avanzados, como GPT-4o, y modelos transformadores como BETO y mBERT, así como supervisión humana. Este método permitió la creación y expansión de una taxonomía adaptativa de Conocimientos, Habilidades y Capacidades (KSA), asegurando relevancia para las necesidades de la industria y alcanzando un 78% de precisión en la clasificación. 1. El informe presenta la distribución de los KSAs, destacando la preeminencia del conocimiento técnico (67%) frente a las habilidades prácticas (20%) y las capacidades (7%). Identifica los KSAs más importantes, señalando el trabajo en equipo, la comunicación y la experiencia técnica como las competencias más demandadas. 2. Destaca tres categorías principales, basadas en un mes de datos publicados en múltiples sitios web en México: roles técnicos, comerciales y administrativos. Las posiciones técnicas más comunes incluyen Técnicos Mecánicos e Inspectores de Calidad. El informe mapea 30 ocupaciones que abarcan 1,723 títulos únicos de trabajo, lo que representa el 40% de las ofertas de empleo. 3. Además, a través de clústeres de la red de conocimientos, se revelan subgrupos de conocimiento administrativo (por ejemplo, atención al cliente) y técnico (por ejemplo, mantenimiento mecánico). Mientras tanto la red de habilidades distingue entre habilidades operativas (por ejemplo, trabajo en equipo) y de liderazgo (por ejemplo, toma de decisiones). Aunque más pequeña, la red de capacidades resalta el respeto y la gestión del tiempo como aspectos clave. 4. Finalmente, identifica la distribución de 30 roles principales en categorías técnicas, comerciales y administrativas, reflejando las diversas demandas del sector y el enfoque en competencias especializadas.
- Skills report on automotive industry in Mexico : shaping skills framework(Institute for the Future of Education, 2025-1) Ceballos Cancino, Héctor Gibrán; Butt, Sabur; Ríos Alatorre, Gustavo de los; Madera Espíndola, Diana Patricia; Tecnológico de Monterrey1.- This report establishes fundamental efforts for the immediate identification of reskilling and upskilling needs through a semi-supervised and supervised approach that integrates advanced language models, such as GPT-4o, and transformer models such as BETO and mBERT, along with human supervision. This method allowed for the creation and expansion of an adaptive Knowledge, Skills and Abilities (KSA) taxonomy, ensuring relevance to industry needs and achieving 78% classification accuracy. 2. The report presents the distribution of KSAs, highlighting the predominance of technical knowledge (67%) compared to practical skills (20%) and abilities (7%). It identifies the most important KSAs, emphasizing teamwork, communication, and technical expertise as the most in-demand competencies. 3. It highlights three main categories, based on one month of published job postings on multiple websites in Mexico: technical, commercial, and administrative roles. The most common technical positions include Mechanical Technicians and Quality Inspectors. The report maps 30 occupations encompassing 1,723 unique job titles, representing 40% of job postings. 4. Additionally, knowledge network clusters reveal subgroups of administrative knowledge (e.g. customer service) and technical knowledge (e.g. mechanical maintenance). Meanwhile, the skills network makes distinctions between operational skills (e.g. teamwork) and leadership skills (e.g. decision-making). Although smaller, the abilities network highlights respect and time management as key abilities. 5. Finally, the report identifies the distribution of 30 main roles in technical, commercial, and administrative categories, reflecting the demands of the sector and the emphasis on specialized competencies.
- Desarrollo de capacidades de educación y/o ciencia abierta(IFE, 2025-01-13) Morales, MarcelaSe abordan principalmente los siguientes lineamientos: - Recomendación UNESCO 2019 sobre Recursos Educativos Abiertos - Declaración Dubai 2024 de la UNESCO sobre Recursos Educativos Abiertos (REA)
- Informe intermedio, Etapa 1. Challenge-based research funding program 2023. Complex thinking education for All (CTE4A): A digital hub and school for lifelong learners. Progress report stage 1(Educational Technology Unit, Institute for the Future of Education) Tariq, Rasikh; Álvarez Icaza Longoria, Inés; Ramírez Montoya, María SoledadReference APA: Tariq, R., Alvarez Icaza Longoria, I., Ramírez Montoya, M. S., (2024). Informe Intermedio, Etapa 1. Challenge-Based Research Funding Program 2023. Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners. Progress Report Stage 1. https://docs.google.com/document/d/1afx1qW9-qRdW8YoxI1Py8M8zcTtsTRZT/edit
- Appendix 15. Stays. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.Glasserman-Morales, Leonardo DavidAppendix 15. Stays. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.
- Appendix 10. Total SCOPUS articles.Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking CompetenciesVázquez-Parra, Jose CarlosAppendix 10. Total SCOPUS articles.Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies
- Appendix 9. Dissemination and outreach. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking CompetenciesOlivo-Montaño, Pamela GeraldineAppendix 9. Dissemination and outreach. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies
- Appendix 12. External funding for R&D projects with international funds MXN. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.Lopez Caudana, Edgar OmarAppendix 12. External funding for R&D projects with international funds MXN. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.
- Appendix 8. Conferences/Meetings. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.Sanabria Zepeda, Jorge Carlos; Olivo-Montaño, Pamela GeraldineAppendix 8. Conferences/Meetings. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.
- Appendix 16. Project web page. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.Álvarez Icaza Longoria, InesAppendix 16. Project web page. Technical report stage 3. Project OpenEdR4C: Education 4.0 Platform to strengthen Scientific, Technological, and Social Entrepreneurship through Scaling Complex Thinking Competencies.
