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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Relevance of objective and subjective profile: creative behavior assessment in higher education students(2024-07-19) Alvarez Icaza Longoria, Inés; Suárez-Brito, Paloma; Alvarez, Jaime; Molina-Espinosa, José Martín; https://ror.org/03ayjn504; https://ror.org/05qh38f12Creativity is a 21st Century skill. Promoting problem-solving and attending to global complex issues in formative learning experiences and professional endeavors is considered necessary. The assessment of creativity in higher education is a challenge itself due to few objective instruments for Spanish speakers and Latin populations considering this skill as key for current and future challenges. In addition to formal creativity training, which is based on curricula formed by a set of tools and processes, there is also the role of self-perception over this skill. The objective profile is the expected performance, while the subjective is seen as a self-declared ability. In this sense, having a proper assessment of creative behavior allows to align the intentions of institutions and educators toward an integrated professional profile in a multidisciplinary manner. In this study, the Creative Behavior Assessment Instrument was applied to pre-graduates from Creative Studies (CS; Design, Architecture, Digital Animation, and Communication) areas and other disciplines to answer three main research questions (1) Are CS students more creative than other discipline students?; (2) How does fluency vary between students from different disciplines?; (3) Is there coherence between the objective and subjective responses to the instrument? The methodological approach for this study is mixed methods, focusing on total score, visuospatial ability, fluidity, and self-perception. Results are discussed in terms of the difference shown by the students’ objective/subjective profiles in relation to their discipline, the relevance of promoting creativity in higher education, and the implications of individual differences regarding the subjective profile.
- Augmented intelligence for open education: bridging the digital gap with inclusive design methods(Frontiers, 2024-02-21) Alvarez Icaza Longoria, Inés; Huerta Cardoso, Omar Ivan; Tecnologico de Monterrey, Institute for the Future of Education, Monterrey, Nuevo Leon; https://ror.org/03ayjn504; https://ror.org/024mrxd33; Cheung, Simon K. S."Artificial Intelligence (AI) development with an inclusive vision will not happen without the design theory and committed practice, but neither can it be carried out from a biased in-a-silo design vision. Having as its primary goal to augment human capacities, it is crucial to overcome the bias produced by human fuzziness. The application of the DM4O design methodology enables the envisioning of different scenarios to conceptualize inclusive digital education platforms as key resources to bridge the digital gap for learners in a global context. Aligned with Sustainable Development Goal (SDG) number 4, the objective of this study is to identify potential higher education (Hi-Ed) students’ limitations when interacting with an open education digital platform (OE-DP), to propose a set of inclusive design guidelines. Following a mixed methods approach, this article sets the state of the art across a systematic literature review; then presents the DM4O design method as the data gathering tool; and finally reports the results of a survey application to capture the perceived limitations experienced by Hi-Ed students as users of an OE-DP. This study marks valuable insights for designers, educators, and institutional administrators, toward a digital transformation that promotes inclusive OE-DPs innovation in three dimensions: (a) inclusive guidelines for digital platforms; (b) a comprehensive list of interaction tasks suitable for digital platforms; and (c) the potential limitations that these platforms must cover during the design process."
- Systematic mapping of digital gap and gender, age, ethnicity, or disability(MDPI, 2022-01-24) Molina, Arturo; Alvarez Icaza Longoria, Inés; Bustamante Bello, Rogelio; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; García Sánchez, Jesús NicasioRapid technological evolution defines the first two decades of the millennium. This phenomenon has increased the digital gap, disparities, and inequalities in global and local contexts. This paper reports a systematic literature mapping of 180 articles published from 2000 to 2021 discussing the digital gap. The documents were retrieved using boolean operations in two databases, adding terms related to gender, age, ethnicity, and disabilities, focusing on population groups that are especially vulnerable to the effects of this phenomenon. The method included categorizing the retrieved documents to provide a general view of the most concerning topics in the academic and research community. This analysis concludes (a) the approaches to address this topic are diverse, as this is a multilayered, complex, and interconnected issue; (b) many studies refer to developed countries; however, fewer are those who observe or analyze the underdeveloped regions; (c) the majority of published papers in the last decade report information and communication technologies (ICT) and their role in bridging the gap, showing an opportunity area for designing these technologies considering more accessible approaches through flexible technology approaches; (d) this study’s results are a valuable source of information to identify the design requirements for accessible products and service systems. The last section provides a detailed explanation of the findings.