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Permanent URI for this collectionhttps://hdl.handle.net/11285/345355
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- Experiential Teaching for Sustainable Development(2019-10-17) Santillan-Rosas, Irais Monserrat; Heredia-Escorza, Yolanda; Yusta-Garcíá, Raúl; Tecnológico de MonterreyThis educational intervention consists in improving the skills of citizenship of students in their Jirst semesters of engineering through participatory management of remote laboratories of air quality in eight different zones of Monterrey, Mexico. With the use of gadgets that can measure the level of pollution in the air, the students were divided into teams of 4 to 5 members and visited their designated area on 3 different days, to measuring the level of pollution in 24 key points within their area: 8 places with a high amount of vehicular trafJic, 8 in small streets with little trafJic and 8 places in green areas, such as parks. Students scored the measurements and prepared a Jinal report on their area, delivering reports to authorities of local communities. Two focus groups took place, one during the activity and one after the students handed in their Jinal reports. The goal behind the focus group was to listen to the student’s thoughts regarding the activity and the knowledge they acquired thanks to it. Interesting suggestions for future implementations were also an important topic during these focus groups. Final reJlections and plans for the future run of this activity are discussed in the conclusions.
- 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.