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- Educational robotics and complex thinking: instructors views’ on using humanoid robots in higher education(2023-10-04) Ramírez Montoya, María Soledad; Baena Rojas, José Jaime; Patiño Zúñiga, Irma Azeneth; Tecnologico de Monterrey; https://ror.org/03ayjn504; Cyprus University of TechnologyThis paper presents the results of a study that aimed to analyze the perspectives of higher education instructors regarding humanoid robots and the use of educational robotics in higher education for STEM fields. The study employed survey method of data collection to examine the views of 192 instructors on the benefits and challenges of using humanoid robots in higher education, as well as their perceptions of the current state and future trends of educational robotics. Results of the survey reveal instructors' positive attitudes towards the use of humanoid robots in higher education, highlighting the perceived potential for these robots to enhance student engagement, motivation, and learning outcomes. However, the study also identifies challenges such as the high cost of acquisition and maintenance of humanoid robots, as well as the need for ongoing professional development for instructors to effectively integrate these robots into their teaching practices. Overall, this research provides valuable insights into the current state of the field and the future direction of educational robotics in higher education for STEM fields.
- 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.
- Applied competences for students by using m3learning* devices in Higher Education: Knowledge, skills and attitudes(IGI Global, 2016) Herrera, J.A.; Ramírez-Hernandez, D.C.; Ramírez-Montoya, María-Soledad; Tecnológico de MonterreyThe purpose of this chapter is to present a case study for evaluating the competences knowledge, skills, and attitudes applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was. Which skills do the students need to learn through m-learning devices? Two variables used in this study were m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.