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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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- Information communication technologies, artificial intelligence, and social robotics:a complex-thinking vector in higher education?(Journal of Social Studies Education Research (JSSER), 2023-06-21) Baena Rojas, José Jaime; Castillo Martínez, Isolda Margarita; Mendez Garduño, Juana Isabel; Suárez Brito, Paloma; López Caudana, Edgar Omar; https://ror.org/03ayjn504Various technological devices, especially information communications technologies (ICTs), have become increasingly remarkable in higher education to help develop students' skills and qualifications. Considering this trend, supported by several academic theories, this paper proposes a breakthrough guidebook for universities and other scholastic environments based on reasoning-for-complexity using mainly artificial intelligence (AI) and social robotics (SR). The current research provides the instructions to follow in a real class supported by AI and SR with a precise compendium of steps. On the one hand, this is done by reviewing previous studies on educational processes with AI and SR and synthesizing their findings to draw out common themes from the literature. These topics are categorized into clusters in the form of guiding questions that professors can use to prepare their classes. On the other hand, it describes the students' steps for completing the activities. These were developed with previous forms to establish different profiles and apply custom-made assessment activities. The final part of this paper involves a set of reflections regarding these two technological resources (AI and SR) to demonstrate their utility in education.
- Reflections about complex thought and complex thinking:Why these theoretical constructs maters on higher education?(Cherkas Global University, 2023-03-17) Baena Rojas, José Jaime; Suárez Brito, Paloma; López Caudana, Edgar Omar; https://ror.org/03ayjn504This article is based on the knowledge that complex thinking as a construct is nowadays shaping a system of meta-competencies which depends entirely on synergy at all its levels. In higher education contexts, it is well known that the development of transversal competencies allows fostering a better recognition and adaptation to the environment. However, the indistinct use of some concepts that allude to competencies generates confusion regarding what they imply, both theoretically and practically. Consequently, the present article analyzes the differences between complex thought and complex thinking, as relevant concepts, and competencies in higher education. We analyzed to what extent the concept of complex thought is a possible starting point for the adoption of the term and development of the competence of complex thinking, and how this is permeating all branches of knowledge. A qualitative research methodology was used to support the present theoretical reflection, through a critical reflection of the literature. Both concepts, their uses, and implications were analyzed through a compilation of scientific papers, which allowed an entire observation, and document analysis to ensure objective study. The present work presents practical implications in higher education contexts: 1) complex thought has become a relevant matter for explaining the multidisciplinary from theory of knowledge in epistemology, and 2) complex thinking has become a mean for ensuring new academic skills and strengths for problem solving among students in higher education.
- Eliciting complex thinking through open educational resource projects(Association for Social Studies Educators (ASSE), 2022-12-29) Suárez Brito, Paloma; López Caudana, Edgar Omar; Baena Rojas, José Jaime; Ramírez Montoya, María Soledad; Instituto para el Futuro de la Educación, Tecnológico de MonterreySince the COVID-19 pandemic, the use of Open Educational Resources (OERs) has increased due to its advantages for academic activities and educational quality. Hence, Higher Education Institutions (HEIs) have sought to develop strategies to promote curricular and extracurricular activities that favor developing disciplinary and transversal competencies such as complex thinking and its meta-competencies: critical, systemic, scientific, and innovative thinking, oriented to favor problem-solving among students and the academic community. The main objective of this study was to analyze how using OERs in virtual education can promote the development of complex thinking as a transversal competency in higher education. We analyzed the content of 65 educational projects in a webinar aimed at promoting the adoption of OERs in the professional practice of the educational community. Each project had to comply with specific requirements, from the project's identification and description to measuring and evaluating the results and its impact and added value. Once all the projects were reviewed, the responses were classified into defined categories for better presentation; the sub-competency of complex thinking promoted by each project element was identified qualitatively. The results highlight how an OER can, through concrete activities, elicit complex thinking and its sub-competencies in higher education. The present study adds new evidence to the literature regarding boosting OERs as a tool to develop competencies aligned with UNESCO recommendations and contribute to fulfilling the Sustainable Development Goals in education.
- A basic permanent magnets array interaction project for teaching artificial intelligence as a complementary model(IEEEXplore, 2020-08-18) Varas Ibarra, Carlos; Sánchez Ochoa Ariza, Fernando; Luna Calderón, Luis Julio; Molina Gutiérrez, Arturo; López Caudana, Edgar Omar; https://ror.org/03ayjn504There are new algorithms such as artificial intelligence (AI) methodologies that have achieved accurate representation of experimental systems. On the other hand,undergraduate freshmen students must understand AImethodologies since the industry has developed several products based on those and some academic problems also can be solved using AI. If those students do not learn how to model real systems using AI, they will be losing the opportunity of applying this powerful tool for solving several real problems in their professional life. Since the AI model can be a representation for forecasting the performance of the real model, this model can help the design process and provide information during its operation. This paper proposes an engineering project to teach artificial intelligence algorithms using real systems that are non-linear. Since permanent magnets are used in several applications, they can be attractive for modeling those when they are interacting between them; hence, this paper shows the interaction among them when they are deployed as an electrical power source. Moreover, this source could be classified as a renewable energy source. The basic generation of electrical energy is based on changing the magnetic field. Although the operation principle is basic, the electrical source has a non-liner description that is extremely complex so AI could be applied to create a model that represents those non-linear relationships in a precise manner. The main goal of this work is to describe an undergraduate project that can be used for teaching how to model a real system using AI algorithms. The main characteristics and properties of the permanent magnets are studied for the comprehension of how magnets can be implemented. It is also examined the viability for the construction of an electric motor using only permanent magnets, based on the analysis of different designs and materials and finally an AI model is created.