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- Data analytics to predict dropout in a MOOC course on energy sustainability(2021-09-20) Riofrío Calderón, Gioconda; Ramírez Montoya, María Soledad; Rodríguez Conde, María José; Instituto Tecnológico y de Estudios Superiores de Monterrey; University of BarcelonaMassive open online courses (MOOCs) offer multiple advantages and vast training possibilities in diverse topics for millions of people worldwide to continue their education. However, dropout rates are high; thus, it is important to continue investigating the reasons for dropout to implement new and better strategies to increase course completions. The present study aimed to analyze the data of a MOOC class on energy sustainability to know why students drop out, identify causes, and predict dropouts in future courses. The method used was Knowledge Discovery in Databases to analyze association rules in the data. Using the Mexico X platform, an initial, validated survey instrument was applied to 1506 students enrolled in the MOOC course "Conventional Clean Energy and its Technology." The results indicated that association rules allowed identifying participants' behavior according to the type of responses with a determined confidence level. Also, the association rules were appropriate for working with a large amount of data. In the present case, results of up to 86% confidence were obtained based on the rules. This research can be of value to decision-makers, teachers, researchers, designers, and those interested in large-scale training environments
- Scenarios of the use of robotics as a support tool for teaching: challenges, learning and experiences in Mexico.(2021-09-20) López Caudana, Edgar; Rodríguez Abitia, Guillermo; Martínez Pérez, Sandra; Anton Ares, Paloma; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; International Conference on Technological Ecosystems for Enhancing MulticulturalitySTEAM (Science, Technology, Engineering, Arts, and Mathematics) education is essential for the development of digital skills and competencies in students from different areas and/or educational levels. In reviews [1], it has been found that the application in STEAM education is quite common and increases the motivation of students, which can improve their learning and also increase their engagement with the disciplines related to these areas. Within different tools related to STEAM, educational robotics is established as a didactic and very motivating resource for students. The use and promotion of robotics generates suitable and motivating environments in many ways. As an example, in [2], it is shown that robotics in primary education uses strategies such as logical thinking, different programming languages, and mathematical and visualization challenges, representing a significant strategy for change in educational practices. Thus, robotics applied to teaching and learning processes, explores and encourages in its practice, numerous possibilities of adding multiple sources of value, such as the conjunction of the development of technical and emotional skills, like logical thinking, problem solving, inquiry-research processes, questioning, scientific intuition, creativity, and achievement motivation.
- Scaling Up Complex Thinking for Everyone A Conceptual and Methodological Framework(2021-08-31) Ramírez Montoya, María Soledad; Miranda, Jhonattan; Sanabria Zepeda, Jorge Carlos; Álvarez Icaza, Inés; López Caudana, Edgar; Alonso Galicia, Patricia Esther; Instituto Tecnológico y de Estudios Superiores de Monterrey; University of BarcelonaNowadays, complex thinking remains a critical topic to be addressed by researchers and academics in higher education, since it is considered as a core competency to be applied in the design and development of solution proposals that face current problems in society. However, there is still a need to create and implement innovative teaching-learning systems and initiatives that support training and development of desirable competencies, both transversal and disciplinary, that promote complex thinking in students. In this context, Open Science has become a fundamental resource to accelerate research processes, enrich education, build new forms of analysis of a complex social reality and impact massively in different regions by providing affordable infrastructure. To connect, develop and implement this, the “Reasoning for Complexity” Interdisciplinary Research Group (R4C-IRG) will be presented in this paper. This research group provides a conceptual and methodological framework based on three key approaches (i) Open Science, (ii) Open Innovation, and (iii) the Education 4.0 framework. As a result, an Open Collaborative Network Model that encompasses knowledge generation and transfer initiatives, the development of collaborative projects, and the entrepreneurship and technology transfer are proposed, in order to achieve the objective of scaling up levels of complex thinking in higher education students.
- 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.
- 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.
- 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.
- 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.
- 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.
