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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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- A personalized assistance system for the location and efficient evacuation in case of emergency: TECuidamos, a challenge-based learning derived project designed to save lives(MDPI, 2022-04-20) López Caudana, Edgar Omar; Ruiz Loza, Sergio; Calixto González, Aarón; Nájera Jiménez, Brandon; Castro, Diego; Romero, Diego; Luna, José; Vargas, Vincent; Legorreta González, Iván; Lara Prieto, Vianney; Caratozzolo Martelliti, Patricia Olga; Membrillo Hernández, Jorge; LOPEZ CAUDANA, EDGAR OMAR; 69726; https://ror.org/03ayjn504The uncertainty of the occurrence of a disaster is greater in places such as Mexico City, a city with one of the largest seismic activities in the world. This leads to a growing need for the population to be better educated in the application of security protocols. Challenge-Based Learning (CBL) is a didactic technique that brings students closer to real situations with the aim of developing the skills required to apply their knowledge in the design, study, and implementation of a solution to a given challenge. In this report, the authors apply this teaching technique to create a system capable of helping civil protection personnel monitor, guide, and record crucial data in an emergency. All of this is achieved through a web administrator and using route planning algorithms hosted within a cloud server to provide the user with an efficient route in real time. The result was a working prototype that performs these tasks. After several tests, the prototype showed the suitability of the system. Educating to prevent is essential to reduce the number of deaths in a disaster. CBL is a suitable technique for developing the necessary skills and integrating multidisciplinary knowledge.
- Challenge-based learning an emergent educational model for Engineering Education in the post-COVID era(IEEE, 2021-10-08) Membrillo Hernández, Jorge; Tecnológico de Monterrey, CCM; Instituto Tecnológico y de Estudios Superiores de MonterreyThe transformation of education is constant, technological advances, the evolution of science, new concepts, new challenges, new experiences and global situations such as the COVID-19 pandemic make it necessary to have educational models that go at the same speed of change and adaptation. In the same way, teachers must be increasingly prepared and open, receptive, willing to face current challenges through continuous training so that they can keep up with the pace of development. In the same way, students are increasingly technological, active and voracious in acquiring knowledge. In general, students today are “digital natives” and teachers aged 40 and over are mostly “technological migrants” which puts the faculty at a disadvantage that has to be reduced to the maximum.
- RoboTICs:Implementation of a robotic assistive platform in a mathematics high school class(IEEE, 2019-08-01) López Caudana, Edgar Omar; Baltazar Reyes, German; Garcia Acevedo, Rodrigo; Ponce Cruz, Pedro; Mazon, Nancy; Membrillo Hernández, Jorge; https://ror.org/03ayjn504The Mathematics program created by the Mexican Ministry of Public Education (SEP) aims to have high school students with active development of a critical, logical thinking, creativity, and broad general knowledge to be able to argue and structure their ideas practically and logically. Although there have been constant changes in educational programs to improve, Mexico has consistently placed itself in the last places of The Program for International Student Assessment (PISA), a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. One of the reasons given is that Mexican students are not sufficiently motivated during classes, resulting in a decline in academic qualifications. In the present report, we developed and implemented an experimental protocol that allows us to improve the levels of focusing on high school students during a math class using an NAO robot. Three different scenarios were studied: one with a mathematics teacher traditionally giving a complete class, another where the robot teaches the course and finally one where both the teacher and the robot cooperate to provide explanations and exercises. Electroencephalogram (EEG) readings were used in the students to observe levels of attention, while a group of Psychology students monitored their physical behavior through a body language analysis protocol.
- Student engagement outside the classroom:analysis of a challenge-based learning strategy in biotechnology engineering(IEEE, 2019-04-09) Membrillo Hernández, Jorge; Muñoz Soto, Rodrigo Balam; Rodríguez Sánchez, Álvaro C.; Díaz Quiñonez, José Alberto; Vázquez Villegas, Olga Patricia; Castillo Reyna, Josefina; Ramírez Medrano, Alicia; Escuela de Ingeniería y Ciencias, Tecnológico de Monterrey; https://ror.org/03ayjn504Currently, there is great concern about the increasing percentage of school dropouts at all school levels, therefore student engagement has been at the center of the discussion of the use, design and implementation of innovative teaching techniques that promote student interest, awaken passion for the discipline of each program and through educational activities decrease the percentage of desertion in undergraduate studies. The Tec21 model, implemented at the Tecnologico de Monterrey, aims to reduce school dropout through the acquisition of new knowledge through the resolution of real-life challenges. Here we report on a learning experience based on the Tec21 model for students of the Biotechnology Engineering program who were taken out of the school to the Epidemiological Diagnosis and Reference Institute and exposed to solve challenges related to the analysis of nucleotide sequences of genomes of current infectious germs. Study modules to support the solution of the challenges were designed to boost transversal competences such ethics, collaborative work, resilience and critical thinking. Analyses of achievement indicators, such as learning gain, and a student engagement survey showed that this active learning experience was 20 to 40% more efficient than that of students who remained in traditional classroom education. Interestingly, the academic challenge, the active learning, the staff-student interaction, the enriching educational experience, the supportive learning environment and work interacting learning, were also considerably higher. Our results support the idea that student achievement is directly linked to engagement and demonstrated that having a Challenge Based Learning experience helps to increase student´s commitment.
- Challenge-based learning:the case of sustainable development engineering at the Tecnologico de Monterrey, Mexico City campus(IJEP, 2018-03-15) Membrillo Hernández, Jorge; Ramírez Cadena, Miguel de Jesús; Caballero Valdés, Carlos; Ganem Corvera, Ricardo; Bustamante Bello, Rogelio; Ordoñez Díaz, José Antonio Benjamín; Elizalde Siller, Hugo; Tecnológico de Monterrey, Campus Ciudad de México, Mexico; https://ror.org/03ayjn504The Tec21 Educational Model. It is a flexible model in its curriculum that promotes student participation in challenging and interactive learning experiences. At the undergraduate level, one of the central scopes of this model is addressing challenges by the student, to develop disciplinary and crossdisciplinary skills. Two institutional strategies have been implemented to reach the ultimate goal of the ITESM, to work in all careers under the Challenge Based Learning (CBL) system: the innovation week (i-week) and the innovation semester (i-semester). Here we report on the results of four i-week and one isemester models implemented in 2016. The i-semester was carried out in conjunction with a training partner, the worldwide leader Pharmaceutical Company Boehringer Ingelheim. Thirteen Sustainable Development Engineering career students were immersed for a 14 week period into the strategies to solve reallife challenges in order to develop the contents of four different courses. Six teachers of the academic institution and four engineers from the Boehringer plant served as mentors. Continuous evaluations were carried out throughout the abilities examination and partial and final examinations were performed by both experts, from the company and from the University.