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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- 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.
- 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).
- Intercultural engineering mindsets for sustainable development alliance(IEEEXplore, 2023-12) Guillén Yparrea, Nicia; Hernández Rodriguez, Felipe; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504International 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.
- 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 CommitteeSocial 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.
- 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/00prsav78Today, 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.
- 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/00prsav78Semantic 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.
- 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/03ayjn504The 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.
- Randomized Evaluation of Reading Skills: an Opportunity for Systematic Literature Review(2021-09-20) Honorato Errázuriz, Jesús; Ramírez Montoya, María SoledadIn 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.
- 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 BarcelonaUndoubtedly, 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.