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
- 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.
- 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.