Capítulo de libro
Permanent URI for this collectionhttps://hdl.handle.net/11285/345352
Parte o capítulo de un libro arbitrado, puede ser un capítulo consecutivo o contribución en una compilación publicada en forma de libro.
Browse
Search Results
- 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.
- Mentoring in educational innovation:systematization in the experience of teachers’ educational experimentation and research(2023-05-04) Portuguez Castro, May Iliana; https://ror.org/03ayjn504; García Peñalvo, FranciscoThis paper aims to analyze the mentoring process carried out during the development of 70 educational innovation projects from Tecnológico de Monterrey, Mexico, financed by the Novus fund. This fund grants financial resources to professors of the institution to perform educational innovation and research projects. The projects analyzed included 243 collaborators impacting 247 courses and 5824 students. For this analysis, the author systematized the experience using instruments to record and follow up on the activities, identifying the primary needs of the participants in the process and the essential elements of mentoring. The results showed that the main requirements for mentees were the definition of the experimental procedure, review of experimentation progress, the presentation of evidence, and scientific writing at the end of the project. The essential elements for mentees were agreeing on times with the mentor and having someone knowledgeable in educational research and their accompaniment. The participants considered the mentoring process positive because they received support on methodologies, writing, and research in educational innovation and had follow-up and good communication. The results of this study can be helpful for universities, innovation managers, and teachers, where a mentor can accompany professors to become more involved in educational innovation and research.
- Delimitando el tema de interés: pautas para un abordaje preciso del problema de investigación(Editorial UNAM/UAN, 2022-09-26) Portuguez Castro, May Iliana; https://ror.org/03ayjn504; Venteño Jaramillo, Guadalupe; Cortés Valdivia, ClaudiaUna de las tareas más complejas en la definición de un trabajo de investigación es el delimitar el tema de interés. Esto porque es necesario contextualizar de acuerdo con límites conceptuales, de tiempo, de espacio e inclusive de contexto económico y social, la realidad del problema que estamos analizando. Tomando en cuenta que esta delimitación permitirá enfocar la atención hacia un punto relevante a estudiar y no dispersarse en otros temas que no están relacionados con el sujeto de estudio. De ahí que este capítulo hace una revisión bibliográfica que permita brindar las pautas para facilitar a los estudiantes el delimitar el tema de interés con el fin de que su trabajo de titulación se oriente adecuadamente en el contexto que se desea estudiar, facilitando la recolección de datos y el análisis al tener un tema mejor delimitado. Las categorías de análisis en las que se llevó a cabo esta revisión son: 1) la delimitación del tema de investigación y 2) estrategias para el abordaje del tema de investigación. El análisis de estos textos da cuenta de la importancia que tiene delimitar claramente el problema de estudio para que los resultados puedan ser de utilidad al dar soluciones a esas interrogantes de manera más orientada y precisa.
- 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.
- From digital divide to digital discovery: Re-thinking online learning and interactions in marginalized communities(2022-07-29) Ching Chiang, Lay-Wah Carolina; Gaved, Mark; Jones, Derek; Machado, Rafael; Fernández Cárdenas, Juan Manuel; González Nieto, Noé Abraham; Díaz de León, Alejandra; Lotz, Nicole; Instituto Tecnológico y de Estudios Superiores de Monterrey; Abdelnour Nocera, José; Bakari, Omar; Bitso, Connie; Makori, Elisha; Robles Flores, José AntonioThe digital divide presented between the Global South and North has been exacerbated due to the Covid-19 pandemic causing unequal access to technologies in education, public services, and healthcare. Through an exploratory study in the northeastern region of Mexico, a marginalized community used a hyperlocal network to engage in creative Science, Technology, Engineering, Arts and Mathematics (STEAM) activities. The study uses a qualitative methodology with a reflective approach, informed by sociocultural and dialogic concepts. Data collection primarily involved semi-structured interviews, observations, focus groups, and collection of artifacts. The findings present a rich framework of sociocultural factors and capital knowledge from the community. From the study emerged participants’ meanings in three categories: i) the use of offline mobile learning, ii) the educational practices in the non-formal context, and iii) the dialogic opportunities created among participants. From this non-formal context of education experience emerged creative lessons in innovation, agency from the learners, and genuine involvement from the participants.
- 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?
- Uso de blogs educativos para lograr aprendizajes significativos:una propuesta para la educación a distancia en Costa Rica(2022-05-12) Portuguez Castro, May; Tecnológico de Monterrey; Gallegos Cantú, Luz; Cantú Valadez, MaricarmenLa sociedad actual presenta la necesidad de desarrollar un paradigma educativo que se encuentre acorde con las exigencias establecidas por la sociedad de la información y el conocimiento. Para alcanzar este nuevo paradigma, es necesario desarrollar en el individuo habilidades digitales que le permitan poder discriminar entre cantidades infinitas de información, ser capaz de interpretarla y comunicarla, así como aplicarla a un contexto real (Trejo Quintana, 2017). Estas habilidades son solo posibles de alcanzar, si las personas cuentan con la orientación adecuada para poder hacer un buen uso de la información e inclusive producir nuevos conocimientos que fomenten la solución de problemas actuales.
- 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?
