Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Mapping the intelligent classroom: examining the emergence of personalized learning solutions in the digital age(2025-01-10) Lagos Castillo, Alez; Chiappe, Andrés; Ramírez-Montoya, María Soledad; Becerra Rodríguez, Diego Fernando; EGADE Business School; Bacca Acosta, Jorge Luis; Soykan, Emrah; Rob Koper; Teo, TimothyIt may seem that learning platforms and systems are a tired topic for the academic community; however, with the recent advancements in artificial intelligence, they have become relevant to both current and future educational discourse. This systematic literature review explored platforms and software supporting personalized learning processes in the digital age. The review methodology followed PRISMA guidelines, searching Scopus and Web of Science databases. Results identified three main categories: artificial intelligence, platforms/software, and learning systems. Key findings indicate artificial intelligence plays a pivotal role in adaptive, personalized environments by offering individualized content, assessments, and recommendations. Online platforms integrate into blended environments to facilitate personalized learning, retention, and engagement. Learning systems promote student-centered models, highlight hybrid environments’ potential, and apply game elements for motivation. Practical implications include leveraging hybrid models, emphasizing human connections, analyzing student data, and teacher training. Future research directions involve comparative studies, motivational principles, predictive analytics, adaptive technologies, teacher professional development, cost-benefit analyses, ethical frameworks, and diverse learner impacts. Overall, the dynamic interplay between artificial intelligence, learning platforms, and learning systems offers a mosaic of opportunities for the evolution of personalized learning, emphasizing the importance of continuous exploration and refinement in this ever-evolving educational landscape.
- Fostering 4.0 digital literacy skills through attributes of openness: a review(Athabasca University, 2024-11-01) Chiappe, Andrés; Díaz Ramírez, Juan Manuel; Ramírez Montoya, María Soledad; https://ror.org/02sqgkj21; https://ror.org/03ayjn504During the last decade, a growing interest in open educational resources (OER) has developed among educational researchers worldwide. This trend involves the examination of possible effects over diverse learning domains such as the development of literacy and digital skills in the context of the fourth industrial revolution. To address this matter, a systematic literature review was conducted using PRISMA processes on 62 research articles published in high-impact peer-reviewed journals indexed in two major academic databases (Scielo and Scopus). Data collected during this literature review showed certain conditions that must be met to ensure a successful learning setup when OER are involved. Moreover, qualitative analysis revealed that certain attributes of openness are often more influential than others in the development of adequate literacy skills for the artificial intelligence era; also, there is an overall positive perception, from students and teachers alike, about the introduction of the attributes of openness and open materials into learning practices.
- Digital Footprints (2005-2019): a systematic review of studies in education.(2020-09) Buitrago-Ropero, Mauricio Esteban; Ramirez-Montoya, Maria Soledad; Chiappe, AndrésAbstract: Digital footprints (DF) offer relevant information about educational activities and processes related to strategies of academic assessment, identification of skills and psychological traits of students, prediction of the actions of the different educational actors, and trends of permanence and dropout, among others. The present study aims to analyze the scientific evidence on the use of DF in the educational field and shows, both the process and the results of a systematic review of literature carried out based on the analysis of documents published in the last fifteen years (2005 -2019) in two databases: Scopus and Web of Science (WoS). Among the most relevant findings of this review, it is found that educational research on DF is focused on learning analytics, the study of digital presence and psychometric modeling. Likewise, the article reports on the scarce investigation of DF in MOOC environments and highlights the multiple meanings of DF as an action and as a service, beyond the generalized conception of data. These findings suggest the importance of preparing educational institutions in general, and educational actors in particular, so that they can implement processes of use and management of their DF in order to favor processes that range from DF curation, to cognitive evaluation, prediction of school success and/or failure, and the identification and attraction of talent, among others.