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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- Luces de educación abierta para la Declaración de Dubái: aportaciones desde la Estancia UNESCO 2025(Institute for the Future of Education, 2025-02-01) Ramírez Montoya, María Soledad; Morales, Marcela; George Reyes, Carlos Enrique; Castillo Martínez, Isolda Margarita; Glasserman Morales, Leonardo David; Alcantar Nieblas, Carolina; Icaza Longoria, Inés Álvarez; Martínez Briones, Benito Javier; Rasikh, Tariq; Torres Castillo, Cristina Sofía; Miranda Mendoza, Jhonattan; Patiño Zúñiga, Irma Azeneth; Institute for the Future of EducationEl objetivo de la estancia internacional UNESCO “10 años construyendo juntos el Futuro de la Educación Abierta” reunió expertos, académicos, estudiantes, empresarios y representantes gubernamentales, para discutir, co-construir y transferir el conocimiento de la educación y ciencia abierta. Se generó un espacio de intercambio de ideas, experiencias y buenas prácticas que contribuyen con nuevas soluciones para todos.
- Appendix 10. Validation with mexican universities. Complex thinking education for all (CTE4A): A digital hub and school for lifelong learners. Report stage 1.(Institute for the Future of Education, 2025-02) Icaza Longoria, Inés Álvarez; Glasserman Morales, Leonardo David; Martínez Briones, Benito Javier; Torres Castillo, Cristina Sofia; Tariq, RasikhObjective 1: List of potential universities. Objective 2: Follow up with selected universities to collaborate. Objective 3: Develop a virtual seminar with partner universities for validations.
- Appendix 8. Self-evaluation and continuous improvement first revision. Complex thinking education for all (CTE4A): A digital hub and school for lifelong learners. Report stage 1.(Institute for the Future of Education, 2025-02) Martínez Briones, Benito Javier; Tariq, Rasikh; Glasserman Morales, Leonardo David; Icaza Longoria, Inés ÁlvarezDesign and development of a robust self-evaluation framework tailored for evaluating the efficacy and impact of the educational strategies implemented. The framework incorporates both qualitative and quantitative assessment methods to provide comprehensive feedback. Key components will include performance indicators (revise it with an instrument), a balanced scorecard, and feedback mechanisms from stakeholders. The process will facilitate the identification of strengths, weaknesses, and areas requiring enhancement or immediate attention. The completion of this activity will result in a fully operational self-evaluation framework that can be utilized regularly across different modules or phases of the project. It will enable the project team to make data-driven decisions and adaptations, enhancing the overall quality and effectiveness of the educational interventions.
- Appendix 14: Stays(Institute for the Future of Education, 2024-11-11) Glasserman Morales, Leonardo David; Tecnológico de MonterreyAppendix 14: Stays. Technical report stage 4. Project E4C&CT: Ecosystem for scaling up computational thinking and reasoning for complexity.
- Appendix 14. Stays.(Institute for the Future of Education, 2024-11-13) Glasserman Morales, Leonardo David; Tecnológico de MonterreyAppendix 14. Stays.
- Appendix 4. Platform improvement report.(Institute for the Future of Education, 2024-11-13) Glasserman Morales, Leonardo David; Pacheco Velázquez, Ernesto Armando; Tecnológico de MonterreyAppendix 4. Platform improvement report.
- Appendix 2. Representation of data through data visualization techniques.(Institute for the Future of Education, 2024-11-13) Glasserman Morales, Leonardo David; Tecnológico de MonterreyAppendix 2. Representation of data through data visualization techniques.
- The role of reflection in educational games. Developing skills for this new millennium(Springer Link, 2024-08-05) Pacheco Velázquez, Ernesto Armando; Glasserman Morales, Leonardo David; Ramírez Echeverri, Sergio; Carlos Arroyo, Martina; https://ror.org/03ayjn504The technological innovations that have emerged in the last decade have transformed the ways of working, living, and relating. We live in a world that presents greater uncertainty, with a higher level of complexity, and where the relationships between different variables are difficult to interpret. Today, organizations are looking for people who go beyond just processing information and following instructions. Organizations look for people who have the skills to search for information, establish hypotheses, and can gather evidence to test them. Consequently, universities must radically transform many of their processes, continuously update the contents of their academic programs, incorporate new technologies into their didactic processes, but above all, develop in their students those skills that allow them to quickly enter the labor market. Developing skills that allow graduates to direct their own learning is one of the fundamental tasks for universities. This article presents an empirical case where the use of serious games allows students to develop these types of skills. On the other hand, it establishes the importance of reflection as an important component that must be considered in the creation of games, and as a space to develop a greater awareness of student achievement.
- Appendix 8 - CTE4A- Stage 1 Self-evaluation and continuous improvement first revision(2024-08) Tariq, Rasikh; Glasserman Morales, Leonardo David; Casillas Muñoz, Fidel Antonio Guadalupe; https://ror.org/03ayjn504Objective 1: Design and development of a robust self-evaluation framework tailored for evaluating the efficacy and impact of the educational strategies implemented.
- Psychometric properties of a scale to measure social entrepreneurship competency in mexican university students(Emerald insight, 2024-07-10) Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Vázquez Parra, Jorge Carlos; https://ror.org/03ayjn504The purposes of this study were to calculate the confirmatory factor analysis in the measurement model using robust measures (McDonald’s omega and Cronbach’s alpha) to ensure the reliability of the proposed scale and to explore the measurement invariance of the scale per the participants’ gender.
