Memoria de congreso
Permanent URI for this collectionhttps://hdl.handle.net/11285/636052
Publicación de los ítems presentados dentro de un congreso o evento similar en forma de compilación, ya sea de una parte o del total de las participaciones en un congreso o evento similar.
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- Self-regulated learning systemic and innovative thinking in women studying STEM careers a mastery level analysis(2024) Glasserman-Morales, Leonardo David; Alcantar-Nieblas, Carolina; Portuguez-Castro, May Iliana; Pacheco-Velázquez, Ernesto Armando; Tecnológico de Monterrey; Universidad de BraganzaSelf-regulated learning and systemic and innovative thinking are crit-ical for students’ academic success at all levels nowadays, particularly in higher education. This study aimed to analyze self-regulated learning and systemic and innovative thinking among women in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the university level. A quantitative study was performed analyzing data from a non-probabilistic sample of 190 women study-ing careers in the STEM, with ages between 19 and 35 years. The results indi-cated significant differences in self-management, motivation, self-monitoring, and innovative thinking in the different STEM disciplines. Mechanical engineer-ing students exhibited high self-regulated learning and systemic thinking, while chemical and biological engineering students showed strong innovative thinking but lower self-regulation. These findings underscore the need for personalized STEM education programs that address specific strengths and areas for improve-ment. This paper discusses the implications for educational practice and the pro-motion of gender equity in STEM.
- User satisfaction analysis of the OpenEDR4C platform: developing complex thinking competence(2024) Alvarez Icaza Longoria, Inés; González-Pérez, Laura Icela; López-Caudana, Edgar Omar; Huerta, Omar; Muñoz-Casillas, Fidel; Ramírez-Montoya, María Soledad; Tecnologico de Monterrey, Institute for the Future of Education, Monterrey, Nuevo Leon; https://ror.org/03ayjn504; Universidad de AlicanteOpen Education has great potential to revolutionize learning access, re-source availability and content quality. The OpenEDR4C is a digital plat-form open to everyone for the development of complex thinking competencies through scientific, technological and social entrepreneurship content and open educational resources. During the implementation phase, from March to April 2024, we reached more than 600 users in six countries to validate the features and content of the platform and courses. To assess the users' satisfaction with the platform's functionalities, a survey was con-ducted immediately after the educational experiment. This study presents the analysis of these responses, providing a first indication of user satisfaction that will be used to create an instrument to measure user experience. This tool will be crucial in the subsequent transfer phase, where the plat-form will be introduced to educational institutions and training centers. From this study, we found that (a) there was no potential bias caused by the type of questions in the survey, (b) the relevance and quality of the plat-form's content was validated, and (c) the interactive elements as learning experience enhancers. The results of this study not only validate the effectiveness of the OpenEDR4C platform, but also pave the way for its future improvement and wider application.
- Designing a digital ecosystem for complex thinking: Integrating open educational resources with sustainable development goals(2024-06-14) Ramírez Montoya, María Soledad; Turpo Gebera, Osbaldo; Patiño Zúñiga, Irma Azeneth; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/01e9gfg41; Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas, Universidad Nacional Mayor de San Marcos, Colegio de Ingenieros del Perú, Universidad Nacional Hermilio Valdizan, and Institute For Educational Research and Publication (IFERP)This paper presents an approach to sustainability education through the design and testing of a digital ecosystem integrating Open Educational Resources (OER) within complex learning environments. By employing OER in the pedagogical strategy, the study aligns with the United Nations' Sustainable Development Goals, aiming to ensure inclusive and equitable quality education. We examine how these resources, coupled with self-regulated learning strategies, prepare learners to address sustainability challenges. The research demonstrates the utility of OER in facilitating innovative teaching and learning methods that can be customized to various educational contexts, supporting curriculum development that embeds sustainable principles. The role of OER in educational technology and e-learning is explored, emphasizing their potential to democratize access to education and enable a participatory approach to learning. Furthermore, the paper discusses methods of assessment and evaluation specific to sustainability education within OER frameworks. Finally, it offers insights into inclusive education practices that foster sustainability, thereby contributing to a more sustainable future. The findings indicate that OER not only facilitate the acquisition of knowledge and skills pertinent to sustainability but also empower learners to become proactive, self-directed participants in their educational journey towards sustainability.
- Co-designing a financial literacy videogame: A participatory research-based approach in complex scenarios(2024-06-14) Ramírez Montoya, María Soledad; Villalba Condori, Klinge Orlando; Patiño Zúñiga, Irma Azeneth; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/027ryxs60; Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas, Universidad Nacional Mayor de San Marcos, Colegio de Ingenieros del Perú, Universidad Nacional Hermilio Valdizan, and Institute For Educational Research and Publication (IFERP)This study examines the co-design of a financial literacy videogame as a pedagogical innovation aimed at fostering sustainable economic principles among university students. The co-design process and game development is informed by the needs and preferences of its end-users to ensure the game's educational content is relevant and impactful. This methodology brings together learners, educators, and game developers to co-design a financial literacy video game integrating educational technology and e-learning principles to create an inclusive, engaging learning environment. By simulating real-world financial dilemmas within the game's narrative, players experience firsthand the consequences of their choices, encouraging critical reflection on their personal and collective financial behaviors. Players navigate complex financial scenarios, promoting strategic thinking and responsible decision-making. The effectiveness of the game was assessed using a mixed-methods approach, evaluating financial knowledge, attitudes, and behaviors. Findings indicate participants demonstrated marked improvements in financial knowledge, and decision-making skills. The paper discusses the implications of these results, the potential of gamification in learning complex subjects, and the advantages of participatory design in creating meaningful educational experiences.
- Social entrepreneurship and complex thinking: an exploratory study with a gender perspective of students at a mexican university(2024-03-04) Alonso Galicia, Patricia Esther; Vázquez Parra, José Carlos; Ramírez Montoya, María Soledad; Rehak, Jan; https://ror.org/03ayjn504; International Academy of Technology, Education and Development (IATED)According to the international organization Ashoka (2022), social entrepreneurship is an excellent way to address local problems, especially when ideas, proposals, and projects come from the community itself. Thus, more and more universities worldwide are paying attention to the relevance of developing programs or models to trigger social entrepreneurship in their students. They believe this provides conscious training for new professionals and contributes to achieving social responsibility objectives (Alvarez, Melandet, & Núñez, 2021). This article aims to show the results of an exploratory, experimental pilot test of implementing a methodology for the development of the perception of achievement of the competencies of social entrepreneurship and complex thinking. This methodology comprises 9 practical training activities aimed at creating an ideation process and constructing a social entrepreneurship project at a basic level. The activities were designed by a team of social entrepreneurship specialists with pedagogical and instructional design training. Besides the design methodology, we considered the importance of including validated instruments to measure the development of the competencies. We selected the Social Entrepreneur Profile instrument (García-González et al., 2020) to measure social entrepreneurship competency and the E-Complexity instrument (Castillo-Martínez et al., 2021) to measure complex thinking. Specifically, this study analyzes data from female students to identify possible development gaps between genders. Methodologically, a comparison of means before and after the intervention sought to identify statistically significant differences resulting from the implementation. In conclusion, statistically significant differences were identified in both competencies, demonstrating that the methodology impacted the participants regardless of gender; no statistically significant differences were found between men and women. This study is considered limited by its population size, but it invites the possibility of more extensive studies with more comprehensive results. Training in social entrepreneurship aims to develop professionals who can respond to problems in their environments by generating innovative solutions that create value and positively impact society (García-González & Ramírez-Montoya, 2019). According to García-González, Ramírez-Montoya, de León, & Aragón (2020), entrepreneurial training should not only focus on entrepreneurship per se but also on the process of training entrepreneurial skills. On the other hand, the competency of complex thinking is the ability of an individual to visualize problems comprehensively and interconnectedly (i.e., holistically), considering all the elements and actors involved and the dynamics among them (Tobón, 2010). At the formative level, the competency of complex thinking is regarded as one of the so-called general competencies; however, although it is professionally relevant, it is not a competency considered exclusively for a specific discipline or work; it has a transversal impact on students (Drucker, 2021).
- Semantic web in health: what is the goal in the complexity?(2023) Jiménez Botello, Luis Clemente; Tenorio Sepúlveda, Gloria Concepción; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/00prsav78Semantic web platforms will have a significant impact on the organization, search and analysis of health information. These platforms based on semantic ontology may support health personnel in making the best decisions in favor of the patient or public health, since they may favor the achievement of complex thinking skills and their application within the health field. Therefore, it is necessary to know what is the goal in terms of a semantic web platform for health and what are the challenges that must be overcome to achieve it in the context of complexity. In this work, a review of the literature was carried out, using the SCOPUS database, through search strings, combining the terms "semantic web" and "health" and "complexity", obtaining n=23 results, of which only the most recent (2017-2023) n=14 were selected, which were read to select only those with relevance to the topic n=8. Regarding the goal, an efficient and secure platform is desired in terms of storage, management and exchange of information on patient health information; about the challenges, the two main ones were: (a) the need for a unified language and (b) interoperability between different platforms. In conclusion, in terms of complexity, the goal is that Semantic Web systems contribute to an efficient management of health information and thus support the achievement of complex thinking skills in health personnel such as diagnosis and therapy, as well as the formation of health students through educational innovation, but a common language and efficient interoperability are required.
- Intercultural engineering mindsets for sustainable development alliance(IEEEXplore, 2023-12) Guillén Yparrea, Nicia; Hernández Rodriguez, Felipe; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504International alliances are essential to achieving the 17 Sustainable Development Goals. This article explores engineering students' perceptions of their intercultural collaboration skills. The main purpose of this case study was to assess the intercultural awareness of two groups: 40 students with international experience and 40 without, and to examine the relevance of using immersive technologies to enhance intercultural collaboration among higher education students. As a result of the study, it can be observed that positive responses predominate, suggesting that both groups of students consider intercultural collaboration important and value the opportunity to work and interact with people from other cultures. In conclusion, the majority of students recognize the importance of cultural diversity and effective communication, show disposition to share and learn in multicultural collaborative environments, and are willing to participate in intercultural encounters through immersive technologies.
- Nurturing social, technological, and scientific entrepreneurship in higher education with education 4.0 and complex thinking(Springer Link, 2023) Miranda Mendoza, Jhonattan; Leiva Lugo, Lorena; Ramírez Montoya, María Soledad; Molina Gutiérrez, Arturo; https://ror.org/03ayjn504The strengthening of entrepreneurship in higher education has taken on great relevance in recent years since it constitutes a direct link between professional life and promotes competitiveness in the world of work, autonomy, creativity, and innovation. However, there is still a considerable gap in higher education institutions that allows them to enable affordable resources and infrastructure and have experienced human talent and collaborative practices between industry-academia-society-government, especially in public institutions that allow for promoting entrepreneurship. In this article, an alternative is presented as to how, through enabling new systems based on Education 4.0, it is possible to create new teaching-learning systems to train students and lifelong learners with the desirable competencies in complex thinking and disciplinary competencies to promote social, technological, and scientific entrepreneurship. Three case studies are presented to determine how complex thinking competencies are crucial in entrepreneurship projects and as enablers to fostering entrepreneurship practices at a higher education level.
- Categorizing 4.0 technologies within the context of education 4.0(2023) Miranda Mendoza, Jhonattan; Ramírez Montoya, María Soledad; Molina Gutiérrez, Arturo; https://ror.org/03ayjn504; https://ror.org/00prsav78Today, the implementation of current and emerging technologies (also known as 4.0 Technologies) to carry out core processes in education has taken high relevance. We find a lack of references on how designers and educators can easily recognize, describe, and apply these technologies. In this work, we propose a categorization of 4.0 Technologies that can help designers and educators better understand how 4.0 Technologies can be integrated into the design of educational systems within the context of Education 4.0. Therefore, five generic categories were identified: (i) Connectivity, (ii) Digitalization, (iii) Datafication, (iv) Smartification, and (v) Virtualization, which are also divided into partial and specific technologies. To illustrate the proposed categorization, we present a case study involving a hologram teacher and a decision-making center.
- Proceedings 2024(2024-01) Tecnológico de Monterrey; https://ror.org/03ayjn504; https://ror.org/03ayjn504Contenido completo del IFE Conference Proceedings, Año 2024, Número 1.
