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- 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.
- 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.
- 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.