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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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- From understanding a simple DC motor to developing an electric vehicle AI controller rapid prototype using MATLAB-Simulink, real-time simulation and complex thinking(2022-11-21) Ramírez Montoya, María Soledad; Ponce, Pedro; Ramirez Mendoza, Ricardo A.; Molina, Arturo; MacCleery, Brian; Ascanio, Mack; Instituto Tecnológico y de Estudios Superiores de Monterrey; National Instruments, Austin, TX; ABB, Motion Drives Product (MODP)Electric drives have been used in several applications, such as electric vehicles, industry 4.0, and robotics. Thus, it is mandatory to promote updated electric drive courses that allow students to design novel solutions in these engineering areas. However, traditional undergraduate courses that only cover theoretical aspects and do not allow students to interact and produce practical results through experimentation are insufficient today. The students are not exposed to educational innovation, so they have difficulties proposing original solutions. On the other hand, conventional theoretical and laboratory courses in which students follow specific directions for achieving predefined goals do not allow students to create novel solutions and integrate the innovation process as a standard methodology. Moreover, beginning in 2020, the COVID-19 pandemic forced professors to implement digital tools and materials to continue education intensively. This proposed course presents an alternative to promote practical and theoretical knowledge in students. Besides, engineering students must create innovative solutions to increase the quality of life in rural and urban communities, which calls for novel experimental approaches. Electric drives are fundamental elements in electric systems and industrial processes proposed to save energy or control electric machines. In addition, industries urge specialized engineers who can tackle complex industrial problems. The proposed educational methodology can be implemented in manufacturing, agriculture, robotics, and aerospace. Hence, low-cost devices to validate the proposed solutions became used by students to achieve novel solutions using electric drives. This paper describes an undergraduate course called “Digital Control of Electric Machines” (electric drives) and its implementation of the Tec21 Educational Model of Tecnologico de Monterrey, V Model, MATLAB/ Simulink, low-cost hardware, and complex thinking. The content of the course begins with electric machine models and power electronics that allow students to move from the basic to the advanced industrial electric drive problems in a friendly manner. In addition, the V-model and Modelo Tec 21 are used as fundamental pillars of the leading innovative structure of the proposed course. The results showed that students mastered several soft and hard skills to accomplish complex design goals, including controlling an electric rapid prototype vehicle.
- 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.
- The core components of education 4.0 in higher education: Three case studies in engineering education(2021-06-28) Miranda, Jhonattan; Navarrete, Christelle; Noguez, Julieta; Molina, Arturo; Ramírez Montoya, María Soledad; Bustamante Bello, Martín Rogelio; Rosas Fernández, José Bernardo; Navarro Tuch, Sergio Alberto; Molina Espinosa, José Martin; Instituto Tecnológico y de Estudios Superiores de MonterreyTechnological progress and its rapid evolution have positively affected the industrial sector and different productive/service sectors. One of the service-sectors that have benefited the most has been Education. In this sector, the implementation of current and emerging technologies combined with innovative pedagogical procedures and best practices is known as Education 4.0, which, in this paper, is described and mapped according to the well-known periods of the four industrial revolutions and related to higher education. Likewise, four core components of Education 4.0 to be used as a reference for the design of new projects in educational innovation are proposed (i) Competencies, (ii) Learning Methods, (iii) Information and Communication Technologies, and (iv) Infrastructure. Finally, three case studies applied to Engineering Education illustrate how the proposed components are considered in educational programs' designs.
- Design framework based on TEC21 educational model and Education 4.0 implemented in a Capstone Project: A case study of an electric vehicle suspension system(2021-05-21) López, Hugo A; Ponce, Pedro; Molina, Arturo; Ramírez-Montoya, María Soledad; Lopez-Caudana, EdgarNowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0