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- Evaluación de una innovación educativa abierta, colaborativa y multidisciplinar integrada a un MOOC para formar en sustentabilidad energética(2018-12) Valenzuela-Arvizu, Siria Y.; Ramírez-Montoya, María S.La innovación abierta es una nueva modalidad de trabajo en donde los límites de participación se extienden hacia diversos expertos, tanto internos como externos a la organización que la promueve. La presente ponencia, parte de la pregunta: ¿Cómo se perciben los aspectos esenciales de la evaluación de una innovación educativa, abierta, colaborativa y multidisciplinar integrada a un curso MOOC para formar en sustentabilidad energética?. La metodología de investigación utilizada es mixta de diseño concurrente con estrategia de triangulación. La población analizada, corresponde al equipo de MOOC y alumnos participantes en un curso masivo abierto en sustentabilidad energética, se utilizó una muestra cuantitativa de conveniencia no probabilística de 482 estudiantes; además de una muestra cualitativa deliberada y no aleatoria de 7 integrantes del equipo de MOOC. Los instrumentos utilizados fueron encuesta, cuestionario y entrevista, que ofrecieron información para evaluar la innovación implementada con la integración de estrategias educativas en el curso, mediante el análisis de aspectos de evaluación de un proyecto de innovación, demostrando efectos positivos en el nivel satisfacción de los integrantes del equipo MOOC, así como en los estudiantes, reflejado en mayor índice de eficiencia terminal de los usuarios inscritos en el mismo.
- Mediation practices for learning in MOOC courses to promote open innovation.(2016) Riofrío Calderón, Gioconda; Ramírez Montoya, María S.; Rodríguez Conde, María José; Tecnologico de MonterreyWith the increase of the training offered in online environments over the last decade, one of the key elements in these training events is mediation as an enabler best results approval and learning achievements. In this context the role of mediation is key, especially when there is no teacher or tutor figure that is in contact with the participants. The aim of this research, that is derived from a doctoral program, is to analyze the practices of mediation in massive courses open (MOOC for its acronym in English) in the areas of energy sustainability and propose a mediation model that considers the open innovation as a key element. In this way answers the research question regarding the relationship between the practices of teaching and learning technological mediation with MOOC courses. The research is the result of cooperation between government institutions in Mexico such as CONACYT and SENER with the Technological Institute of Monterrey, the latter by offering 10 massive courses on the subject of energy sustainability, whose course name in spanish is: “Generación de energías y limpias y energías convencionales” [Generation of clean energy and conventional energy], and its participantes constitute the research population, who, through various instruments of qualitative and quantitative, will be consulted regarding mediation and its relationship with learning. The results of this study allow thus to answer the research question, in addition to the generation of proposals in the field of mediation that promote open innovation. It is expected that the results represent a contribution in the sense of determining the relationship mediation - outcomes of learning in MOOC courses.
- Open innovation and social construction through MOOCs of energy sustainability: contributions from theoretical foundation(2016) Minga Vallejo, Ruth E.; Ramírez Montoya, María S.; Rodríguez-Conde, María I.; Tecnologico de MonterreyIn the present work, social construction practices of learning given through MOOCs as spaces for open and collaborative innovation are analyzed. Through theoretical foundation and from an exploratory approach, the main variables related to the social construction of learning in massive open online courses and different propositions about the direction and intensity of such relationships are established. The results derived in which variables are communication and interaction. The results ensure that there is a need to propose a new organizational method for the evaluation of social learning. This study may lead to future research to strengthen practices for the social construction of learning in massive open online courses, and it may also help to propose new activities that promote social learning or determine what activities can increase the likelihood of success in the social construction of learning.
- 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).
- MOOC as a viable option to energy sustainability and technological training.(2016) Ramírez Montoya, María S.; Carrillo Rosas, Adriana I.; Tecnologico de MonterreyNowadays, due to technological advances, continuous online training has been more relevantas part of professional and personal development of individuals. Massive Open Online Course(MOOC) is now a means to education that allows participants to partake in topics of their interest. In order to conduct this research, it was necessary to carry a systematic review ofpapers related to the design and implementation of MOOCs around the world. In order to apply these findings in the development of a series of MOOCs which will be held on the topic ofenergy sustainability. This work is based on the Project 266632 “Binational Laboratory ofIntelligent Management of Energy Sustainability and Technological Training”, with funding provided by the CONACYT-SENER Energy Sustainability Fund (Announcement:S0019-2014-01). The research question that guided this study was What are the management and academic factors that influence an MOOC to be effective?. The methodology used in this research was Meta-analysis, which allows to merge results from manifold experiments or quasiexperimentswith the purpose of achieving an appraisement of the size of the effect. A comparison among 16 case studies on the design and implementation of MOOCs was made,which provided the information needed to analyze each effect size. Among the most significant findings, it was identified that the following factors influence the effectiveness of an MOOC: highquality instructors and materials must be a part of these courses to maintain the interest of the participants, prompt feedback encourages participants to make contributions, forum activities are vital for doubts clearing and sense of belonging, and the implementation of an achievement board encourages participants to seek to reach their course goals. The results were applied in the instructional design of 10 MOOCs related to energy sustainability (http://www.energialab.com/demo3/cursos/) that are imparted in Mexico EDX platform within the project “Binational Laboratory of Intelligent Management of Energy Sustainability and Technological Training”.
- MOOC learning: Challenges and opportunities of using team teaching(2015-03-04) Ramírez Montoya, María S.; Rivera Vázquez, Nohemi; García González, Abel
- MOOC: Principales problemáticas que enfrenta un equipo de Team Teaching(2015-02-10) García González, Abel; Rivera Vázquez, Nohemi; Ramírez Montoya, María S.
- Developing digital skills to solve information problems through a MOOC(2015) Rodríguez Arroyo, José A.; Ramírez Montoya, María S.; Tecnologico de MonterreyThe study reported here is part of a macro study, which seeks to identify digital competences developed by students and teachers participating in the program MiCompu.Mx in the states of Tabasco, Colima and Sonora in Mexico. This paper presents the experience of a currently ongoing implementation of a Massive Online Open Course (MOOC) addressed to teachers and principals that aims to develop digital skills to solve information problems. The objective of the study is to identify the impact of MOOC in developing the following digital skills: search and select information, organize and process information, to communicate what they have learned and projects planning. For this part of the project a pre-questionnaire and post-questionnaire was implemented to measure the digital skills before and after the MOOC. Results show how the MOOC has beneficiated the participants in the development of the digital skills to solve information problems. Both horizontally (within the same skill) and vertically (from the basic to the more complex skill), each one of the skills had a significant change in the perception of the participants of their level of competency in each one of the skills studied.
- Digital skills development: MOOCs as a tool for teacher training(2015) Rivera Vázquez, Nohemi; Ramírez Montoya, María S.; Tecnológico de MonterreyDigital skills are an important element in the educational environment, their development and integration should be a priority in order to address modern society demands. Therefore, the objective of this research was to identify how a Massive Open Online Course (MOOC) for teachers influences the development of their digital skills. This paper is part of the project “Estudio comparativo del desarrollo de competencias digitales en el marco del programa Mi Compu.Mx”, an initiative by the Ministry of Public Education (SEP), which gave 240,000 computers to children in fifth and sixth grade in Colima, Sonora and Tabasco (Mexico) during the 2013-2014 school year. 5th and 6th grade teachers participating in the program took a MOOC to develop didactic-digital skills to integrate the resources and tools available in the program to their teaching practices. Data was collected through a pre-test (self-administered questionnaire) and a post-test to know the self-concept that teachers had about their digital skills before and after the course. We also interviewed some participants to know about their experience during training. We employed a mixed methods approach with an explanatory sequential design (QUAN→qual), in which quantitative data was used to measure training’s impact on teachers’ digital skills development, and qualitative data allowed us to explain the problems that arose during training and the perceived benefits. Results show that MOOCs have the potential to develop digital skills to use OER and to solve information problems (especially the ones related to communication and project planning); and visualizing a practical application of course content increases participants’ overall satisfaction.
- Training strategies in team teaching to facilitate the connection of learning in MOOC courses(2014-08-13) Ramírez Montoya, María S.