Capítulo de libro

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Institutional Repositories
(CRC Press, 2017) Ceballos, Hector G.; Ramírez Montoya, María S.; Tecnológico de Monterrey
In the context of the Open Access movement, repositories provide a window for scientific and academic communities to preserve and share knowledge. Glassman & Kang (2016) stress the importance of educational institutions developing technologies that support an open educational system. Accordingly, Ramírez (2015) mentions that open access is an opportunity to improve the transfer and dissemination of knowledge and discuss the relevance of repositories as a space to accommodate and recover scientific and educational production. In this sense, institutional repositories constitute a support for the open dissemination of knowledge, but also bring with them challenges that must be worked out in organizational cultures. A repository is a technological platform of open access to knowledge, which is directed to the storage, preservation and diffusion of the production generated in the institutions. MacIntyre & Jones (2016) emphasize the support of institutional repositories for research and the visibility they can bestow on institutions. Fontes Ferreira & Souza de Silva (2015), emphasize the idea that the more academic tools people have, with the support of repositories, the better academic level they will reach, as well as a modern way of studying. Empirical studies have provided evidence of the positive role of repositories; for example, Koler-Povh, Mikoš & Turk (2014) presented a study on the institutional repository of the University of Ljubljana in early 2011, where they found that 89% of its visitors came from other institutions. This shows how important are institutional repositories to publish information and how communication between institutions and universities contribute to open education. In contrast to the advantages provided by institutional repositories, it is also necessary to state the challenges existing in the environment of the open education movement. Davis, Carr, Hey, Howard, Millard, Morris & White (2010) present the problem of the poor response to open educational models, despite the great investment in infrastructure that is taking place. Cragin, Palmer, Carlson & Witt (2010) analyze the cognitive processes that lead authors to share or not their work, based on the study of their cognitive processes and the "open sharing" culture. Another challenge lies in the registration of resources so that knowledge can be "discovered" and used; for example, González (2016) found in his study that meta-information in articles of institutional repositories may be incomplete and that could generate difficulties to access this information. Hence the importance that authors and library staff should consider methods to improve the indexing of articles in order to be discovered.
Repositorios como soportes para diseminar experiencias de innovación educativa
(Síntesis, 2017) González Perez, Laura Icela; Ramírez Montoya, María S.; Glasserman Morales, Leonardo D.; García Peñalvo, Francisco J.; Tecnológico de Monterrey
Promoción de una cultura de innovación en instituciones educativas
(Síntesis, 2017) Ramírez Montoya, María S.; Ramírez Hernández, Darinka del Carmen; Rodríguez Gallegos, Ruth; Tecnológico de Monterrey
Investigar: oportunidad para la generación de nuevo conocimiento.
(2016) RAMIREZ-MONTOYA, Maria-Soledad; Tecnológico de Monterrey
El objetivo de este capítulo es analizar la competencia de investigar, enunciada como la capacidad que tiene una persona de explicar fenómenos científicos y extraer conclusiones basadas en pruebas. A través de desarrollar esta competencia se pretende dar respuesta a problemáticas sociales y educativas que tienen como condición necesaria la producción del conocimiento. El capítulo destaca la importancia de esta competencia en una sociedad basada en conocimiento, como elemento clave para el desarrollo de un país, pues incide en su capacidad de innovar. Se presentan las características de una persona competente en investigar, tales como el ser reflexiva y ética; conocedora de su disciplina y de procesos metodológicos y que tenga una marcada motivación para generar conocimiento. Se plantean estrategias contextualizadas y de indagación, así como la necesidad de integrar elementos de multidisciplinariedad, interdisciplinariedad, transdisciplinariedad y transversalidad, cuando se trate de producir el conocimiento. Se presentan también métodos de evaluación para la competencia y se hace énfasis en la necesidad de valorar el impacto y la trascendencia de la investigación.
Applied competences for students by using m3learning* devices in Higher Education: Knowledge, skills and attitudes
(IGI Global, 2016) Herrera, J.A.; Ramírez-Hernandez, D.C.; Ramírez-Montoya, María-Soledad; Tecnológico de Monterrey
The purpose of this chapter is to present a case study for evaluating the competences knowledge, skills, and attitudes applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was. Which skills do the students need to learn through m-learning devices? Two variables used in this study were m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.
La importancia de las sesiones de tutoría en la elaboración del conocimiento profesional docente en el Prácticum: reflexiones sobre un modelo de análisis del discurso
(Santo Tirso: De Facto Editores, 2016) Mena, Juanjo; Gómez, R.; García, M. L.; Ramírez Montoya, María S.; Universidad de Salamanca y Tecnologico de Monterrey
El profesorado constituye un componente esencial para conseguir una buena calidad educativa, por ello se pone de manifiesto que el sistema educativo debe atender a la formacion de los docentes (Grau Company, Gomez Lucas & Perandones Gonzalez, 2009). La preocupaci6n por la formacion del profesorado ha ido aumentando en los ultimos anos, lo que ha provocado que cada vez mas los programas de formaci6n incluyan resultados de investigacion, contenidos practicos y estrategias docentes dentro de sus planes de estudio (Grau Company, Gomez Lucas & Perandones Gonzalez, 2009),

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