Producción Científica

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Contiene todos los recursos que son resultado de la investigación de la comunidad del Tecnológico de Monterrey y que se encuentran en acceso abierto.

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  • Memoria de congreso
    Unlocking long-term engagement with citizen science: communication strategies driven by complex thinking under an AI-assisted approach
    (2023-10-25) Sanabria Zepeda, Jorge Carlos; Artemova, Inna; Argüelles Cruz, Amadeo José; Olivo Montaño, Pamela Geraldine; https://ror.org/03ayjn504; https://ror.org/043xj7k26; https://ror.org/059sp8j34; https://ror.org/00prsav78
    Citizen science projects continue to grow in popularity and diversity of modalities, with an ever-increasing scope. In addition, these projects allow the development of participants' complex thinking competency. However, their involvement is mostly limited to crowdsourcing tasks, resulting in short periods of participation, which are associated with low motivation. This article seeks to present communication strategies to sustain participant long-term engagement, to be applied by citizen science project stakeholders while considering complex thinking as a driver. The methodology used was Cognitive Task Analysis methodology and utilized the Think-Aloud Protocol method, where the authors themselves are actively involved in the study, and AI-assisted. After multiple iterations between the authors and the AI assistant, the following findings were reached: a) effective communication necessitates clear articulation of goals, bridging the gap between scientific language and layperson understanding, fostering ownership and co-creation; b) the critical analysis of ChatGPT results encompassed factors such as educational and professional backgrounds, multidisciplinary involvement, and technical issues, creating an ideal setting for fostering discussions, constructive work, critical thinking, and knowledge enrichment; c) the process of using ChatGPT for the design of strategies motivated various sub-competencies of complex thinking, to achieve comprehensive results.
  • Memoria de congreso
    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).
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