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Permanent URI for this collectionhttps://hdl.handle.net/11285/345352
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- Augmented reality in educational innovation: A literature mapping review(Springer Link, 2024-02-23) Velarde Camaqui, Davis; Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; Cebral Loureda, Manuel; https://ror.org/03ayjn504Among the emerging technologies that have been best received in education so far in the first quarter of the twenty-first century, Augmented Reality has been widely positioned. Despite its popularity, the characteristics of its influence and application are unknown in detail. This study focused on the context of Augmented Reality in education. Based on the PRISMA methodology, a systematic mapping was carried out from 70 articles published in the Scopus and Web of Science databases between the years 2011–2021. It was identified that: there is a preference for empirical studies; Spain has the highest scientific production; the studies were mostly directed at university students; and that virtual reality, education, educational technology, entrepreneurship and innovation are the main topics addressed. It is interpreted that there are opportunities in terms of: (1) Studies with mixed methodology; (2) Application in non-university population; and (3) Integration of Augmented Reality in the curriculum. Finally, it is deduced that the economic impulse of local organizations could support the geographic decentralization of Augmented Reality.
- Collaborative networks and sustainability in Education 4.0: An approach to achieve complex thinking competencies in higher education(2022-09-12) Miranda, Jhonattan; Molina, Arturo; Ramírez Montoya, María Soledad; López Caudana, Edgar Omar; Escalera Matamoros, Yesica; Instituto Tecnológico y de Estudios Superiores de MonterreyToday, collaborative networks are considered one of the critical elements that shape Education 4.0 in higher education. They are necessary to connect, cooperate, and collaborate with key external stakeholders during training and co-creation processes. Students use them to be immersed in real-world scenarios with complex environments. Consequently, Higher Education Institutions are relevant and critical in promoting and designing these collaborations where students can train and acquire desirable competencies. In this work, the competencies for complex thinking have been adopted in students' training to include specific transversal and disciplinary competencies and encourage the development of sustainable systems. Therefore, key stakeholders must foster sustainability in design processes through collaborative networks. We present two case studies involving collaborative networks and sustainability in this work.
- Undergraduate research in Mexico: Opportunities in a country of contrasts(2022-05-15) Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Harald A. Mieg; Elizabeth Ambos; Angela Brew; Dominique Galli; Judith LehmannIn studies on the development of undergraduate research, questions arise to identify training practices that may shed light on other contexts. Among the questions are located the organizational conditions and infrastructure available, the training of teachers, the methodological strategies that are usually integrated in the different disciplines, the challenges to promote research learning and the purposes of linking research with teaching-learning processes. Swank & Lambie (2016) invite to continue developing and evaluating educational interventions that promote research competences from training. As well as the search for solutions for sustainable development, supported by scientific knowledge and processes to generate solutions in higher education institutions (García-González & Ramírez-Montoya, 2021). What types of competencies are substantial in this training?
- Open and inclusive education: Innovation through networks(2022-01-20) Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreySince 2002, UNESCO has worked to consolidate open education. Since that date, several international declarations have been made and in 2016, collaborative strategies were proposed to generate open educational resources (OER). Regional consultations, organized by the Commonwealth of Learning and the second World Congress on Open Educational Resources, have provided the opportunity to develop recommendations to support the adoption of Open Educational Resources in order to help achieve the objectives of democratizing quality open education.
- Hacia el movimiento STREAHM Latinas del Futuro(2022) Ramírez Montoya, María Soledad; Vicario Solórzano, Claudia Marina; Instituto Tecnológico y de Estudios Superiores de MonterreyDesde su origen, en 2018, la iniciativa Mexicanas del Futuro ha tenido como objetivo la promoción de vocaciones científicas, tecnológicas y humanistas entre las jóvenes estudiantes mexicanas. Aunque en un principio el nivel educativo más atendido era el bachillerato, actualmente también se incluyen estudiantes de secundaria y no existe un argumento que impida que en el futuro se pueda llegar a niñas del nivel primaria. Así mismo, tradicionalmente han participado instituciones educativas públicas, pero paulatinamente se han sumado instituciones del ámbito privado. Tampoco existe un argumento para restringir esta amplia colaboración institucional.
- Modelo de laboratorio de innovación para sociedades sustentables: caso de estudio.(Universidad Autónoma de Baja California, 2022-01) Fox, Armando; Yañez Figueroa, José Antonio; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyEste capítulo documenta un estudio de caso del laboratorio de innovación para sociedades sustentables de la Universidad de California en Berkeley, el ACE Lab (Algorithms for Computing and Education). Este laboratorio funciona como un ecosistema experimental y su función principal es producir y divulgar conocimiento valioso para el desarrollo sostenible, en el contexto de las necesidades de formación de los alumnos, de investigación de los profesores y de la agenda de I+D de la UC Berkeley. El trabajo de campo se enfocó en el análisis de diferentes componentes de la innovación en este laboratorio: los colaboradores, las interacciones, las actividades, los organismos vinculados, los productos finales y la difusión del conocimiento. El objetivo del estudio, en suma, es conocer mejor los procesos de innovación y colaboración que se dan en él. ¿Cómo se vinculan en este laboratorio el talento humano, la tecnología y la innovación educativa para apoyar el desarrollo sustentable en el entorno institucional de una universidad?
- La investigación de la innovación en la Educación Superior en México y el mundo: 2015-2020(2021-12-15) Ramírez Montoya, María Soledad; de Agüero Servín, Mercedes; Pompa Mansilla, Maura; Hernández Romo, Alan Kristian; Hernández Alvarado, Miguel Ángel; Sánchez Mendiola, Melchor; Instituto Tecnológico y de Estudios Superiores de Monterrey; Sánchez Mendiola, Melchor; Escamilla de los Santos, José GuadalupeLas Instituciones de Educación Superior (IES) están haciendo frente a múltiples transformaciones a consecuencia de los cambios económicos, medioambientales, y a las transformaciones sociales a favor de una vida de paz y democracia, y de una educación inclusiva en una sociedad multicultural. Asimismo, en un contexto de una vida social y cultural mediada por la comunicación digital y el desarrollo de medios y redes abiertos a la comunicación global, de masificación de las universidades, y de los retos inherentes a los sectores de la economía que implican la formación y desarrollo de personas para los nuevos escenarios de trabajo. Todo esto enfrentan las IES ante el reto de innovar en métodos pedagógicos y estructuras organizacionales, contexto que se agrava ante la reducción de los presupuestos y del financiamiento para la educación superior, la investigación y la vida académica.
- Education 4.0 Reference Framework for the Design of Teaching-Learning Systems: Two Case Studies Involving Collaborative Networks and Open Innovation(Springer, 2021-11-24) Ramírez Montoya, María Soledad; Miranda Mendoza, Jhonattan; Molina Gutiérrez, ArturoCollaborative networks and open innovation have high potential as co-drivers of value creation for many production and service sectors such as education. In higher education, it is increasingly frequent to observe universities implementing teaching-learning systems with collaborative processes supported by 4.0 technologies. Moreover, various pedagogical procedures, research activities, and co-development projects have complemented these types of collaborative processes, which today are considered desirable to be carried out within Education 4.0. In this paper, the authors propose a reference framework for designing new teaching-learning systems using the concept and vision of Education 4.0. The proposed reference framework considers key enablers of Education 4.0 and three dimensions to analyse and evaluate decisions made: (i) Technological, (ii) Pedagogical, and (iii) Organisational. Finally, two case studies involving collaborative networks and open innovation illustrate how the proposed reference framework is used.
- Diagnostic instrument of the level of competencies in Cloud Computing for teachers in Education 4.0(2021-11-24) Tenorio Sepúlveda, Gloria Concepción; Muñoz Ortiz, Katherine del Pilar; Nova Nova, Cristóbal Andrés; Ramírez Montoya, María SoledadUniversities face a paradigmatic educational challenge, driven by Industry 4.0 technologies such as Cloud Computing, producing the need to develop new teaching competencies. The question arises: How can we diagnose the level of Cloud Computing competencies that teachers have in the context of Education 4.0? To address this question, the objective was to design a valid and reliable instrument to measure these competencies. A literature review and expert collaboration were carried out. For validation, it was submitted to expert judgment and Kendall's W concordance coefficient was calculated; for reliability, a pilot test was carried out with teachers of the Computer Systems Engineering career and the KR20 (Kuder-Richardson) was used. The result was an instrument with 23 items capable of measuring seven competencies identified by the collaborative network Industry 4.0 Node. This instrument contributes as a guideline for educational institutions, bridging the gap between technological progress and formal education.
- Competencias digitales para la atención a la diversidad: el uso de Robot-AR(2021-11-15) Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; Fernández Robles, Bárbara; Rodríguez Abitia, Guillermo; Instituto Tecnológico y de Estudios Superiores de Monterrey; Hinojo Lucena, Francisco Javier; de la Cruz Campos, Juan Carlos; Ramos Navas-Parejo, Magdalena; Rodríguez Jiménez, CarmenLos recientes cambios, las innovaciones y las nuevas políticas socioeducativas centran su foco en una educación digital y de calidad, y en un sistema equitativo e inclusivo, encaminado a garantizar la igualdad de oportunidades, respetando el potencial de cada persona, como principales ejes para la atención a la diversidad y como respuesta a las continuas demandas de la sociedad (Hernández y Ainscow, 2018; Martínez-Pérez et al., 2020). Una sociedad que avanza hacia una educación digitalmente más competente en contextos transformadores, abiertos, flexibles y tecnológicos. En relación con la Educación, por un lado, Unicef (Casado et al., 2018) aboga por promover la formación en competencias digitales para realizar un buen uso de las tecnologías y, por consiguiente, afrontar posibles amenazas; por otro lado, la Unesco (2020) señala la importancia de promover planes de estudios inclusivos centrados en competencias pertinentes, en general, y digitales, en particular, con el fin de superar la brecha de género, discriminación y exclusión, así como todas aquellas barreras para la participación.
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