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- Teachers’ self perception on Digital Competence and OER use as determined by a xMOOC training course.(2017) Mena, Juanjo; Ramírez Montoya, María S.; Rodríguez Arroyo, José A.; Tecnológico de Monterrey; Universidad de SalamancaTeachers’ digital competence is becoming a crucial element for the construction of useful pedagogical knowledge for practice and, consequently, improvement of students’ learning. Digital competence (DC) is defined as the set of contents, skills and attitudes that are required when using Information and Communication Technologies (ICT) (Calvani, Cartelli, Fini & Ranieri, 2008). DC is a complex construct that comprises several dimensions. Ferrari (2013) proposes five areas that enclose 21 different skills therein: Information (ability to retrieve and analyze digital information).
- Challenge-based gamification and its impact in teaching mathematical modeling(2016) Rincón Flores, Elvira G.; Ramírez Montoya, María S.; Mena Marcos, Juan J.; Tecnologico de MonterreyThe research presented describes how the challenge-based gamification strategy contributes to meaningful learning of the calculation of solids of revolution spreads in a subject in engineering. The evaluation of students’ performance during the gamification activities followed the mathematical modeling cycle. The research was carried out during the semester from January to May 2016 where 48 students from Engineering and Integral Calculus Courses in Tecnólogico de Monterrey (Mexico) participated. The students were divided into two groups, each consisting of 24 students and grouped in teams of four people. Three gamification activities were applied throughout the course. Mix Methods were chosen to analyze data. Main results indicate that challenge-based gamification help students were able to apply solids of revolution both in its application and the algorithmic part.
- Challenge-based gamification as a teaching’ Open Educational Innovation strategy in the energy sustainability area(2016) Rincón Flores, Elvira G.; Ramírez Montoya, María S.; Mena Marcos, Juan J.; Tecnologico de MonterreyThe purpose of this paper is to show a PhD dissertation research plan-and its current status- about the use gamification to promote Challenge- Based Learning through online teaching (MOOCs). The research question specifically aims at measuring the relationship between the impact of challenge-based gamification in online teaching on the level of educative innovation in terms of solving problems related to sustainable energy. This dissertation is part of the Strategic Initiative of Energy Project that was started by the National Council for Science and Technology in Mexico (CONACYT), the Energy Ministry (SENER) and the Tecnológico de Monterrey, which aims for massive training on the topics of energy and sustainability. For this purpose, there are being designed ten MOOCs (massive open online courses), which should include innovative teaching strategies such as gamification and challenge based learning. The gamification is an innovative educational strategy whose purpose is to place the student in scenarios or simulations involving achieving attractive challenges so as to increase their level of commitment (engagement) and competitiveness. Around 1,000 participants will take the MOOC and will constitute the study sample of this study. Questionnaires, open-ended interviews, and challenge-base learning tasks will be delivered to participants. A mixed method research analysis for both quantitative and qualitative data will be conducted. Intended results may probably point to differences between those participants who use gamification and those who do not in terms of being more successful in solving real-life energy problems. At present, only the theoretical framework and the instruments have been developed.
- Evidence-based Innovation methodology as a way to produce Open Educational Resources by in-service teachers(2016) Sarango Lapo, Celia P.; Ramírez Montoya, María S.; Mena Marcos, Juan J.; Tecnologico de MonterreyInnovation-based evidence methodology is a newly teaching approach that promotes the use of peer-reviewed information as grounds to design teaching projects. For this to occur three designing stages are needed 1: choosing the object to be studied, 2: searching for evidence in the literature, 3: write the innovative teaching project and two implementation stages: 4: enactment and evaluation, 5: Dissemination which are advised to be accomplished. The completion of those phases may serve to produce Open Educational Resources (OER), which at last, are seen as one of the products of educational innovation. The purpose of this paper is to show what object of study the participant in-service teachers selected for their innovation projects (phase 1) and how they produced OER –methodology- (phase 4) accordingly. Data analysis was conducted using a descriptive exploratory methodology. Results indicate that inservice teachers mainly chose projects in the disciplines of language and mathematics within primary and secondary education levels. On the other hand, Problem based learning (teaching strategy), b-learning (teaching modality) and IDB (teaching resource) were the most used methodologies for OER production. This leads us to understand that language teachers are more prone to design innovative projects in their classrooms. Additionally, they are mostly worried to implement innovative strategies in the OER they produced, rather than teaching modalities or ICT resources.
- User´s digital competences as perveived In a MOOC Course and it´s relation to the use of OER. A posible path to teach energy sustainability(2016) Mena Marcos, Juan J.; Ramírez Montoya, María S.; Rodríguez Arroyo, José A.; Tecnologico de MonterreyThis study is part of a research project entitled: “Comparative study on the development of digital competence under MiCompu.mx program” that was financed by the Mexican fund SEP-SEB CONACYT 2013. The main purpose is to confirm whether in-service teachers’ self-perception on Digital Competence (DC) may influence the use of Open Educational Resources (OER) in their classrooms. A group of n=863 in-service teachers from elementary, high education and tertiary education from various disciplines participated in a massive open online course (MOOC) training course on Digital Competences. A 26-item validated questionnaire on DC and use of OER was delivered to the participants of the MOOC course. Additionally, participant interviews and course facilitator’s weekly reports were also collected. Mixed methods research was used in this study, presenting in his article a correlational analysis of DC and OER and the results of the interviews conducted to teachers and principals. Scores in DC and OER were ordered into three levels of performance: High, intermediate and low. Main results indicate that in-service teachers that perceive themselves as digital experts can reach an intermediate level in the use of OER. The main implication out of it is that teacher training programs in DC are required to prepare teachers for the use of OER in class on a daily basis. This model will be double tested in a national wide Project funded by the Secretary of Energy in Mexico: “Binational Laboratory for the smart management of energy sustainability and technological training” (2016-2019).
- Problem-based Gamification on sustainable energy ´s MOOCs(2016) Rincón Flores, Elvira G.; Ramírez Montoya, María S.; Mena Marcos, Juan J.; Tecnologico de MonterreyOpen Access Education is a movement that is growing in strength as a way of promoting innovation in schools. Such it is the case of the Massive Online Open-access Courses (MOOCs), which, in addition, promotes the democratization of learning. The present research is part of a national wide strategic project on energy sustainability, funded by the Mexican CONACYT-SENER (Agreement: S0019-2014-01). The project consists in developing MOOCs to train on both energy and sustainability topics in the use of innovative educational strategies such as the Gamification based on mechanics challenge (GBC). Three teams have been working in this process: a group of experts on energy and sustainability, another group of experts in educational innovation and research, and finally, a group of experts in technical production. The aim of the present study is to verify what would be the impact of GBC when it is used in the design of MOOCs by the three groups of experts. The study was developed through a qualitative methodology. For such purpose is attended to three meetings from which is carried to our observations not participating. Three categories emerged from the analysis: previous experience on design of content in MOOCs, previous experience on gamification and previous experience on problem-based learning. Results from the research described that the majority of the 'Energy and Sustainability' expert group had never used the MOOCs design of content, translating into a positively significant support from the 'Courses Creation and implementation' expert group. In addition, it was also found that the same team had limited knowledge regarding gamification despite they were familiar with problem based learning methodology as they used it in their lessons. Secondly, the support of educational innovation and research team was significant as well. The study shows how interdisciplinary work is highly relevant to the development and improvement of open innovation resources and methodologies. These results can be taken into the account to assist in the design of futures MOOCs, particularly xMOOCs, in a way to promote more active and less traditional types of learning.
- Modelo OpenUTPL como contribución a la innovación educativa en una institución de Educación Superior(2015-12-14) Sarango Lapo, Celia P.; Mena Marcos, Juan J.; Ramírez Montoya, María S.; Tecnologico de MonterreyEn el presente artículo se describe la iniciativa OpenUTPL aplicado en la Universidad Técnica Particular de Loja de Ecuador (UTPL), como un modelo innovador que apertura el conocimiento contribuyendo al fomento de Recursos Educativos Abiertos (REA). La metodología que se sigue es descriptiva. Los elementos del modelo son los recursos, las actividades y la comunicación. Los resultados de su aplicación derivaron en cuatro acciones que produjeron cambios sustanciales en las prácticas innovadoras. En primer lugar, se institucionalizó la licencia Creative Commons para la publicación en abierto de los materiales educativos producidos. En segundo lugar, la producción de materiales educativos nuevos (REA) bajo la licencia institucional. En tercer lugar, la integración de los REA en las prácticas educativas de la UTPL. En cuarto lugar, la diseminación y movilización de las prácticas con el apoyo de diferentes recursos tecnológicos como en el Entorno Virtual de Aprendizaje (EVA), en este caso Moodle así como, en seminarios, congresos, redes de investigación. Los resultados llevan a consolidar que para que se produzca innovación efectiva es indispensable introducir elementos nuevos de cambio y contar con actitud favorable de quienes la ejecutan. Del estudio se pueden derivar investigaciones futuras para conocer las actitudes del profesor frente a la integración e impacto de los REA en su proceso de enseñanza.