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Permanent URI for this collectionhttps://hdl.handle.net/11285/345352
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- User Experience in Institutional Repositories: A Systematic Literature Review(IGI Global, 2021-01-21) González Pérez, Laura Icela; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Instituto Tecnológico y de Estudios Superiores de MonterreyDisruptive ideas and innovative business models take shape from observing and investigating the needs and demands of potential users and measuring their success based on the acceptance by users and their satisfaction. In an educational context, a new mission of the university has emerged, supported by the transfer of open access knowledge through Institutional Repositories (IR); it is important to know the motivations and needs of the academic community to promote scientific dissemination using these platforms. The present article uses the method of systematic literature review: using 29 studies from SCOPUS and WoS, involving the topics User-Centered Design (UCD) and repositories. The results show that two of the three UCD phases—evaluation and requirements—are closely linked and are the reiterative focus of UCD; thus, it is desirable to promote the design of custom-made prototypes according to the users'motivations. It is necessary to redefine methodologies for IR development within open-access ecosystems to guide them towards meeting their potential users’ needs and motivations.
- A look into students’ interpretation of electric field lines(IGI Global, 2017) Campos, Esmeralda; Zavala, Genaro; Ramírez-Montoya, María SoledadThis chapter is focused on learning different ways in which undergrad students in introductory Electricity and Magnetism (EM) courses interpret and use electric field lines diagrams to describe the electric field at any point in space. Due to its abstract nature, the electric field is a concept that tends to be misunderstood. Several representations of the electric field may have a different effect on the correct understanding of the electric field; such as the use of vectors and the electric field lines diagram. A correct interpretation of these representations should, theoretically, lead to a better understanding of the concept of electric field, and to a correct use of concepts such as the principle of superposition, electric force and repulsion. The problem that this research tackles is to identify how students interpret electric field lines, and what effect their interpretations may have on the conceptual understanding of the electric field.
- 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 MonterreyThe 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.
- Training Educational Researchers in Science and Mathematics: A Case Study Through a Binational Workshop Mexico-UK(IGI Global, 2017) Ramírez Montoya, María S; MARIA SOLEDAD RAMIREZ MONTOYA;122081; Tecnológico de MonterreyThis chapter presents a case study about the construction of knowledge that was generated through the project “Training directed to Researchers with Interest in Science and Mathematics Education”, where participating students had the experience of building knowledge by creating a research paper. The case presents theoretical conceptualizations of the construction of knowledge in doctoral programs students, contextual description of the project and its participants, the process of construction of knowledge by participating students through the workshop, the processes by participating teachers and the networking opportunities that arose from the project.