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.
Browse
Search Results
- CPLAS 2024 : Memories of the First Meeting Cyber-Physical Learning Alliance Summit(2025-05-15) Morán Mirabal, Luis Fernando; González Grez, Antonio Alberto; Ruiz Ramírez, Alejandra; Torres Rodríguez, Sergio; Ceballos Cancino, Héctor; Tecnológico de MonterreyThe Cyber-Physical Learning Alliance (CPLA) was created by decision makers and researchers from Singapore University of Technology and Design (SUTD), Tecnológico de Monterrey (TEC), Aalto University (AALTO), Hong Kong University of Science and Technology (HKUST), and Zhejiang University of China (ZJU), with the aim of studying the design, development, and implementation of educational models and learning spaces that combine digital and physical processes in a holistic manner. To commemorate the creation of CPLA, in 2024 the Living Lab of the Institute for the Future of Education (IFE) organized and hosted the first Cyber-Physical Learning Alliance Summit (CPLAS) at Tecnológico de Monterrey, as part of the IFE Conference. CPLAS 2024 invited researchers, EdTech companies, and decision makers from around the world to contribute with research projects, innovation talks, and discussion panels focused on lines of work such as multimodal learning analytics, telepresence, immersive environments, artificial intelligence applications, among others.
- Self-regulated learning systemic and innovative thinking in women studying STEM careers a mastery level analysis(2024) Glasserman-Morales, Leonardo David; Alcantar-Nieblas, Carolina; Portuguez-Castro, May Iliana; Pacheco-Velázquez, Ernesto Armando; Tecnológico de Monterrey; Universidad de BraganzaSelf-regulated learning and systemic and innovative thinking are crit-ical for students’ academic success at all levels nowadays, particularly in higher education. This study aimed to analyze self-regulated learning and systemic and innovative thinking among women in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the university level. A quantitative study was performed analyzing data from a non-probabilistic sample of 190 women study-ing careers in the STEM, with ages between 19 and 35 years. The results indi-cated significant differences in self-management, motivation, self-monitoring, and innovative thinking in the different STEM disciplines. Mechanical engineer-ing students exhibited high self-regulated learning and systemic thinking, while chemical and biological engineering students showed strong innovative thinking but lower self-regulation. These findings underscore the need for personalized STEM education programs that address specific strengths and areas for improve-ment. This paper discusses the implications for educational practice and the pro-motion of gender equity in STEM.