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Educational innovation with alternative credentials as a driver of the digital transformation of the university:a case study in Latin America
(The Open University, 2023-05-24) Farías Gaytán, Silvia Catalina; Ramírez Montoya, María Soledad; Aguaded Gomez, Jose Ignacio; https://ror.org/03ayjn504; https://ror.org/03a1kt624
The dynamics of change in the work environment are becoming more dizzying, given that adopting new technologies generates new knowledge and jobs. This research analyzed a case study of a Mexican university implementing alternative credentials. The method was instrumental case study research, with exploratory and descriptive categories, applying three instruments: documentary analysis of alternative credential programs, a questionnaire, and interviews with the experts involved in designing and delivering alternative credentials. In this case, the implementation of alternative credentials coincided with the reference frameworks of the European Union and the province of Ontario, Canada. Their frameworks mention the vision and institutional mission of alternative credentialing for the value offered, its definition, operation, award processes, accreditation, and quality. The case provides data for interested higher education institutions, such as why to do it, the strategy to follow, the added value offered, the elements that define it and its design, the assessment process and assignment, the timing of accreditation, and where it is recognized. This research contributes recommendations for defining and managing alternative credentials to serve as a reference for other universities interested in incorporating technology-supported educational innovations.
Transformation and digital literacy: Systematic literature mapping
(Springer, 2021-07-15) Farias Gaytan, Silvia Catalina; Aguaded Gomez, Jose Ignacio; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey
The advancements of technology have allowed digital transformation to reach all productive sectors, including the education sector and its members. This transformation is linked to emerging technologies, the digitalization of processes and resources, and the demand for users to upgrade to the latest technological updates. This research aims to analyze digital transformation and media literacy publications that impact higher education. Its purpose is to identify the types of research and topics they address and explore the scope of digital transformation in higher education institutions. The systematic mapping method was used to analyze 298 articles published in two databases, Scopus and Web of Science (WoS). Inclusion and exclusion criteria were applied to select the articles that could be included in this research. The results show that the largest proportion of articles were found in Scopus, and used both qualitative and quantitative empirical research methods, followed by theoretical-conceptual methods and, to a lesser extent, mixed methods. Likewise, the publications originated in five continents, and the Journal of Adolescent and Adult Literacy had the largest number of publications, with 14. Forty-two percent of the studies were classified in the strategy category, with the most mentioned topic being digital pedagogies. This research provides a perspective on digital transformation studies in higher education institutions and their internalization approaches. This research may be of value to trainers, students, decision-makers, and researchers interested in transformation, educommunication, and educational innovation.

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