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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Adaptación de los docentes de primaria a las clases a distancia y el burnout
(2021-11-25) Cortez Soto, Angélica Janeth; Instituto Tecnológico y de Estudios Superiores de Monterrey; Red de Investigación e Innovación Educativa
El 16 de marzo del 2020 se suspendieron en México las clases presenciales en todos los niveles escolares, debido a la enfermedad COVID-19. Los objetivos de este estudio son conocer como ha sido la enseñanza a distancia y determinar el nivel de burnout de los profesores de educación básica la muestra se compone de 8 docentes mexicanos. Se llevó a cabo una investigación que utilizó una metodología mixta para evaluar el aspecto cuantitativo del burnout y cualitativa para conocer las condiciones del aprendizaje a distancia durante la suspensión de actividades. En el aspecto cuantitativo, el 25% de los participantes presentó burnout alto según el Maslach Burnout Inventory, mientras en el cualitativo, los profesores manifestaron haberse adaptado a la enseñanza en línea, de acuerdo con el análisis de sus entrevistas a profundidad.
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/00prsav78
Today, 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.
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.
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.
Intercultural competencies development for professional collaboration: a systematic literature mapping from 2016 to 2021
(2021-09-20) Guillén Yparrea, Nicia; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; University of Barcelona
Undoubtedly, we live in an increasingly interconnected world, where physical borders have ceased to impede interrelationships and collaborative work of people coming together to solve various global problems. This raises the question: how can we promote effective collaboration among professionals with different cultural references? This article aims to share the evidence analyses published from 2016 to July 2021 about forming intercultural competencies to promote professional collaboration. The method was a systematic mapping of the literature in the Scopus and Web of Science databases, with 325 articles identified from the search strings. The findings show that this collaborative work is relevant in academic studies, and English-speaking countries mainly produce research in this area. The most recurrent context for the research is higher education, and the primary competency present in the inquiries is intercultural communication. This systematic mapping provides a framework for identifying less significant challenges and contexts also, such as assessing learning and the influence these competencies exert on global and multicultural collaborations. The mapping also establishes a database of studies that can support future studies in this line of research.
Intercultural engineering mindsets for sustainable development alliance
(IEEEXplore, 2023-12) Guillén Yparrea, Nicia; Hernández Rodriguez, Felipe; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504
International 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.
Memorias del 1er. Congreso Internacional de Innovación Educativa
(2015-12) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Memorias del Primer Congreso Internacional de Innovación Educativa
Memorias del 2do. Congreso Internacional de Innovación Educativa
(2015-12) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Contenido completo de las memorias del CIIE en su segunda emisión.
Memorias del 3er. Congreso Internacional de Innovación Educativa
(2016) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Contenido completo de las memorias del CIIE en su tercera emisión.
Memorias del 4to. Congreso Internacional de Innovación Educativa
(2017-12) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Contenido completo de las memorias del CIIE en su cuarta emisión.
Memorias del 5º Congreso Internacional de Innovación Educativa
(2018-12) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Contenido completo de las memorias del CIIE en su quinta emisión.
Memorias del 6º Congreso Internacional de Innovación Educativa
(2019-12) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Contenido completo de las memorias del CIIE en su sexta emisión.
Memorias del 7º Congreso Internacional de Innovación Educativa
(2020-12) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Contenido completo de las memorias del CIIE en su séptima emisión.
Memorias del 8º Congreso Internacional de Innovación Educativa
(2020-12-14) Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
Contenido completo de las memorias del CIIE en su octava emisión.
Methods for the evaluation of social learning (2017-2021): systematic literature review
(2021-09-20) Minga Vallejo, Ruth Elizabeth; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; University of Barcelona
University of Salamanca, Research Institute for Educational Sciences, Spain, mjrconde@usal.es Providing learning opportunities, based on social interaction and shared knowledge in the pursuit of a common goal, is a transcendental aspect in the field of training. In this sense, in contemporary education, the analysis of social learning becomes relevant and, consequently, it is necessary to identify a strategy to show how its evaluation is being carried out. Hence, the purpose of this article was to identify the organizational methods that have been used for the evaluation of social learning. For this purpose, a systematic review was conducted based on sixty studies, located between 2017 and 2021, by searching the Scopus and WoS databases with the keywords: methods, evaluation and social learning. Three major themes were defined to establish seven research questions that guided the search for information: characteristics of the studies, methodological design and findings. The results show that the greatest scientific production on the subject is found in the United States; in addition, participatory methods and peer support are essential to strengthen social interaction; furthermore, greater innovation is identified, in terms of new knowledge and areas of opportunity are detected for research on methods involving new processes and new services for the evaluation of social learning; there is greater evidence of this evaluation in the educational context related to higher education and in the social context directed towards professional training; with respect to the organizational methods of evaluation, these are focused on shared experiences through networks, co-creation and shared research; finally, opportunities for future research are evident in the analysis of methods involving social capital and peer education.
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/03ayjn504
The 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.
Predicting social entrepreneurship competence level and its factors:a machine learning approach
(2023-04-15) Ramírez Montoya, María Soledad; Martinez Arboleda, Antonio; Ibarra Vázquez, Gerardo; Institute for the Future of Education, Tecnologico de Monterrey, Av. Eugenio Garza Sada 2501, Monterrey, 64849, Nuevo León, México.; School of Languages, Cultures and Societies, University of Leeds, United Kingdom.; Institute for the Future of Education, Tecnologico de Monterrey, Av. Eugenio Garza Sada 2501, Monterrey, 64849, Nuevo León, México.; International Conference on Information and Education Innovations Committee
Social entrepreneurship competences promote training aimed at generating projects that create value. This study aimed to predict the perceived Social Entrepreneurship competence level and its factors employing explainable Machine learning models and using data samples of 408 students who were administered a social entrepreneurship competency instrument and the subcompetencies personal, leadership, social innovation, value and management. Our experiment results findend that explainable machine learning models such as Decision Trees and Random Forests can perfectly predict the perceived Social Entrepreneurship competence level and explain the factors that influence the perception of entrepreneurial competence. Entrepreneurial Management dimension was a prominent feature to predict the level of perceived competence in both models. These findings are intended to be of value to entrepreneurs, decision-makers and change agents in the academic, governmental, business and social sectors.
Proceedings 2024
(2024-01) Tecnológico de Monterrey; https://ror.org/03ayjn504; https://ror.org/03ayjn504
Contenido completo del IFE Conference Proceedings, Año 2024, Número 1.
Randomized Evaluation of Reading Skills: an Opportunity for Systematic Literature Review
(2021-09-20) Honorato Errázuriz, Jesús; Ramírez Montoya, María Soledad
In the context of public policies, randomized evaluation of the impact of public programs and policies is fundamental because it provides the most credible and reliable way to learn what works and what does not in education to reduce poverty and improve the well-being of individuals and society. There is an urgency in the literature emerging during the pandemic to develop each student's reading skills since there is no development without literacy. For this reason, research studies report randomized control trials (RCT) for comprehensive reading programs that are of great interest to the educational system. This article aims to analyze the characteristics of these studies and the trends of new contributions to education. To achieve this, we conducted a systematic literature review (SLR) of 63 articles published between January 2015 and January 2019 in the Web of Science (WoS) and Scopus databases. We explored three themes using seven questions. The themes were a) Impact evaluation and randomized control trial (RCT), its approach and criteria; b) innovation and technology in reading programs; and c) the use of technology in the social appropriation of knowledge. The findings showed an increase in randomized control trials in impact evaluation, the need to optimize the quality of these studies, and the challenge of integrating innovation and technology in reading programs. We concluded that increasing and optimizing the impact evaluation approach in these topic research contributes in a substantive way to researchers and government decision making and to advance in the path of achieving a fair, equitable and quality education for all.
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/00prsav78
Semantic 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.