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- Desarrollo de la competencia de emprendimiento social en educación superior en el marco de modelo de la cuádruple hélice: co-construcción en innovación abierta(2019-11-01) García González, Abel; Ramírez Montoya, María Soledad; Tecnológico de MonterreyEl estudio parte de la necesidad de que el papel de la educación del siglo XXI es formar personas creativas para solucionar problemas, que tal vez aún no existen.
- Techno-andragogic Ecosystem Model for Active Learning: digital age learners(2019-09-29) Pérez-González, Eloísa; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyIn this era, digital transformation in work processes and new generations such as millennials and centenarians are having an impact of change on organizations. Therefore, it is necessary that those responsible for the training areas look for new pedagogical approaches, such as active learning, for the design of training programs. The traditional instruction, both for e-learning and face-to-face environments, has ceased to have a value in the development of the competencies that promote lifelong learning. The development of competencies based on the lifelong learning concept is part of the agenda for 2030, according to UNESCO, and should also be in the priorities of experts in the design of training programs for adult learners using e-learning environments. The purpose of this document is to introduce a doctoral thesis research plan, and its current status for the creation of a model of a techno-andragogic ecosystem for active learning with diverse architectures integrated into e-learning models that enhance the development of competences. Therefore, the context and motivation of this doctoral thesis is presented, a review of the literature of the primary constructs to be analyzed, the proposal of a mixed method with a sequential concurrent design with predominant approaches in two phases of the investigation: QUAL-QUAN and QUAN-QUAL, which will identify the most effective architectures to promote lifelong learning. The research findings could generate guidelines to incorporate in the design of the ecosystem model to be proposed.
- Evaluative model of practice-based teacher education (core practices) to enhance metacognition and lifelong learning(2019-09-29) Matsumoto-Royo, Kiomi; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyIn a changing society, with the uncertainties that the future holds for the education of new generations, teacher training faces considerable challenges. On the one hand, it must ensure training so that future teachers are highly prepared to teach, but also, it must emphasize the metacognitive thinking processes that allow them to develop the ability to learn to learn throughout their lives. The purpose of this document is to present the current status of a doctoral thesis research plan, referring to the initial training of teachers based on practice, which promotes metacognitive processes and lifelong learning. A mixed study of concurrent design is proposed, which allows us to jointly analyze the quantitative and qualitative results, considering the learning and evaluation activities that are carried out with future teachers in schools of education. The expected results will allow proposing an evaluation model of core practices aimed at enhancing metacognition and lifelong learning in future teachers. The document is organized in eight sections: context and motivation that drives the dissertation research, state of the art, hypothesis, research objectives, research approach, and methods, results to date and their validity, dissertation status, and expected contributions. Currently, the theoretical framework and instruments of the first phase of the research process have already been developed.
- Practice-based teacher education: a literature mapping over the past five years(2019-09-29) Matsumoto-Royo, Kiomi; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyHow to train future teachers to face the complexity of teaching? The practice-based teacher education approach is recent; the research associated with this approach provides information that may be of value for future research and empirical studies in this area. The objective of this article is to analyze the evidence published in the 2015-2019 period regarding practice-based teacher education, to identify publications on the subject that can contribute to other studies or experiences. As a method, a systematic mapping of the literature was used. The findings show that it is a relevant field in practice-based teacher education studies; those who investigate in this area are mostly from English-speaking countries; the context of the studies is in initial teacher education and the main topics addressed are experiences of implementation of practice-based programs, core practices, and high leverage practices. This review provides a framework for identifying challenges and contexts of less influence, such as the evaluation of learning in this approach, as well as establishing a database of studies in practice-based teacher education to support future research.
- The educational potential of the podcast: an emerging communications medium educating outside the classroom(2019-09-29) Celaya, Iñaki; Ramírez Montoya, María Soledad; Naval, Concepción; Arbués, Elena; Instituto Tecnológico y de Estudios Superiores de MonterreyThis research work addresses the educational potential of the podcast, an emerging digital communications medium. This audio format brings together producers and listeners (broadcasters and users) through very specific contents. In effect, it permits sharing and broadening knowledge of a subject, together with the construction of learning communities. Consequently, the research focus is based on educommunication, an interdisciplinary field combining communications and education. The main aim of the work is an in-depth study of the educational potential of podcasting. The hypothesis is that its educational nature is beneficial to everyone, schoolchildren and adults. The research is proposed from a qualitative perspective; it combines several different methods such as content analysis, interviews and case studies so as to obtain innovative results. It is hoped that this research will contribute knowledge in order to improve the educational potential of podcasting, a useful tool in the full development of people and communities.
- Engaging MOOC through gamification: Systematic mapping review(2019-09-29) Rincón-Flores, Elvira Guadalupe; Ramírez Montoya, María Soledad; Mena, Juanjo; Instituto Tecnológico y de Estudios Superiores de MonterreyWhile gamification has a strong position in business and marketing, it is just emerging in the education field. This is especially true in the environment of Massive Open Online Courses (MOOC). This paper describes the trend of gamification for education in MOOC within literature. For this purpose, a systematic mapping was conducted with thirty research studies about gamification in MOOC performed between 2013 and 2019. The mapping established three dimensions: discipline, research, and technology. Results show that gamification in MOOC progresses according to the resources offered by the technological platform. Even though results about learning and motivation are encouraging, there are still opportunities for producing scientific publications.
- The use of gamification as a teaching methodology in a MOOC about the strategic energy reform in México(2019-08) Mena, Juan José; Rincón Flores, Elvira G; Ramírez Ramírez, Raúl; Ramírez Montoya, María Soledad; Universidad de SalamancaThe irruption of online programs in education such as MOOCs is pushing educators to promote new ways of teaching to engage students. Nonetheless, most higher education teachers are not trained in the practices of e-learning. In this paper, we study the effects of gamification to see whether it better promotes learning. Over 6,000 participants enrolled in the MOOC entitled “Conventional and green energy sources” and 1,016 eventually completed it. Main results indicate that for all participants’ profiles (i.e., gender, age, and educational level) the completion of a gamification challenge at the end of the course favored their learning as shown in a final test scores. This lead us to think that gamification improves students’ performance in online teaching. However, there are technical limitations associated to the courses platforms that need to be solved to be able to use non-traditional learning approaches.
- Docencia universitaria: de la innovación a la investigación(2019-03-19) Ramírez Montoya, María SoledadEl objetivo de la conferencia es analizar el cambio de la innovación en la docencia universitaria a la investigación educativa, a partir de las interrogantes: ¿Qué debemos tener en cuenta para hacer ese cambio? ¿Qué se debe considerar en la “innovación” para hacer ese cambio? ¿Qué nos dicen los ejemplos sobre ese cambio? Con el fin de vislumbrar potencialidades y retos para plantear proyectos innovadores, con miras a aportar nuevo conocimiento
- La huella que estamos dejando: estudio exploratorio de huellas digitales en redes sociales sobre percepciones del Modelo Educativo Tec21(2019) Aragón Carrasco, Salma Quetzalli; Ramírez Montoya, María Soledad; de León Villanueva, Guadalupe; Buitrago Ropero, Mauricio Esteban; García González, Abel; Instituto Tecnológico y de Estudios Superiores de MonterreyEl mundo digital provee un espacio de interacción y comunicación entre personas y organizaciones, lo cual ofrece la posibilidad de conocer las percepciones de una comunidad respecto a un tema específico. En esta investigación, se aprovecharon los rastros digitales para conocer cuáles son las percepciones de la comunidad del Tecnológico de Monterrey respecto a las competencias transversales y los componentes que integran el Modelo Educativo Tec21. Se utilizó la herramienta digital KeyHole para recabar las publicaciones en distintas redes sociales relacionadas con el tema de investigación y se siguió una metodología de análisis de contenido de publicaciones con el fin de identificar las percepciones respecto a las competencias transversales y los componentes del Modelo Tec21. Los resultados indican que la percepción en redes sociales se asocia mayoritariamente con la competencia de Compromiso Ético y Ciudadano y con los componentes de Vida Universitaria Memorable así como con Profesores inspiradores. Encontramos que estas percepciones probablemente están orientadas a asuntos de caracter social, dada la realidad contextual en la que viven la mayoría de los paises latinoamericanos, caracterizada por problemáticas de índole social.
- Higher education for social entrepreneurship competencies in the Quadruple Helix Framework: co-construction in open innovation(2019) García González, Abel; Ramírez Montoya, María Soledad; Tecnologico de MonterreyTransformation of education to train competent human capital for the knowledge society era. Education for creativity, entrepreneurship and critical thinking. Social responsibility of University.
