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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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- Adaptive evaluation for barriers elimination: The OpenEDR4C platform(IEEEXplore, 2024) Álvarez Icaza Longoria, Inés; Molina Espinosa, José Martín; Suárez Brito, Paloma; Alvarado Reyes, Ignacio; Tecnologico de Monterrey, Institute for the Future odf Education, Monterrey, Nuevo Leon; https://ror.org/03ayjn504The demands of contemporary work and education environments, embodied in Industry and Education 4.0 paradigms, have caused special attention to reducing the digital and educational gap among marginalized students and lifelong learners. Adaptive learning has become a relevant strategy to increase student engagement as it fosters better inclusion, equity, and learning outcome results. Sustainable Development Goal No. 4, Quality of Education, will be reached when every resource, platform, and program can be accessed by individuals regardless of their background, abilities, or capacities in every moment of their lives. The OpenEDR4C is a digital platform created to offer open educational resources (OERs) to scale up the Complex Thinking mega-competence through social, scientific, and technological entrepreneurship training. The platform is also designed to eliminate barriers in five dimensions across the learning path offered by each student according to a self-declared profile. The framework sets a differentiated pathway for the learning experience built with a decision tree and diverse multichannel educational resources. The pilot implementation of the platform allowed the final development stage to validate the functional platform launch. The findings of this study are a helpful contribution to digital education environment design and conceptualization, as they offer (1) a tool for inclusive and accessible platform conceptualization, (2) a profiling strategy framework for adaptive learning paths, and (3) the identification of classes or groups of users based on their needs and characteristics to offer the corresponding content.
- Financial literacy as a key to entrepreneurship education: a multi-case study exploring diversity and inclusion(MDPI, 2023-11-10) Medina Vidal, Adriana; Buenestado Fernández, Mariana; Molina Espinosa, José Martín; Tecnológico de Monterrey; https://ror.org/046ffzj20; https://ror.org/03ayjn504; Xiaoling, ShuThis article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.
- Facilitating mathematical competencies development for undergraduate students(Frontiers, 2022-06-02) Ruiz Loza, Sergio; Medina Herrera, Linda Margarita; Molina Espinosa, José Martín; Huesca Juárez, Gilberto; Computer Science Department, Tecnologico de Monterrey, Mexico City, Mexico; Institute for the Future of Education, Tecnologico de Monterrey, Mexico City, Mexico; https://ror.org/03ayjn504In this article we show how to facilitate the development of mathematical skills using 3D surface visualization tools and virtual environments in an online, project-based learning context. The “Lumen” software is presented, which is an ad-hoc solution, designed and developed to visualize and combine mathematical surfaces in 3D, based on their associated equations. Several activities were designed with the use of Lumen, to measure the learning gain and problem-solving skills of the students, obtaining that a mean learning gain of 43% was observed on 242 students on the analysis of the pre- and post-tests for the first monitored activity, while a mean learning gain of 30% was observed on 210 students on the analysis of the second monitored activity. Based on these analyses, we make the point that although remote learning in the context of the COVID-19 pandemic poses difficult challenges for learners and professors, the use of ad-hoc technological applications is an important resource that supports the reinterpretation of the learning process, as it shifts the focus to the development of skills through active learning.
- Umbral para proyectos de ciencia ciudadana: el pensamiento complejo como impulsor de desarrollo holístico(UNED, 2022-04-25) Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Alfaro Ponce, Berenice; Vycudilíková Outlá, Martina; Instituto Tecnológico y de Estudios Superiores de Monterrey; García Aretio, LorenzoLos proyectos de ciencia ciudadana (CC) han sido impulsados por tecnologías y empoderamiento de las comunidades. Sin embargo, su impacto es impreciso por las dificultades para su seguimiento y estandarización. En particular, el desarrollo del pensamiento complejo de los ciudadanos no figura entre sus objetivos, a pesar del fuerte vínculo con la Educación 4.0 y la formación de ciudadanos comprometidos con la sociedad. Por tanto, proponemos un marco y una tipología para los proyectos de CC a la vez que se introduce el pensamiento complejo. Se empleó la metodología de la Innovación Educativa Basada en la Evidencia (IEBE), desde la perspectiva de la Teoría del Cambio (TdC), revisando los marcos más relevantes, en virtud de la Recomendación de Ciencia Abierta de la UNESCO. Los resultados revelaron: (a) hay una falta de atención al desarrollo de las subcompetencias de la macro-competencia del pensamiento complejo; (b) existe un incremento y desarrollo de marcos de apoyo a la CC; (c) prevalecen marcos de proyectos de CC centrados en los participantes, evaluación -diseño de proyectos y la gestión de datos; (d) inexistencia de marcos de desarrollo basados en TdC de tres dimensiones, Limitada, Umbral y de Ciclo completo; y (e) se propone una tipología para medir el progreso e impacto de los proyectos de CC: Conciencia del contexto, Participación ciudadana, Aprovechamiento de la infraestructura, Innovación tecnológica, Innovación educativa, Alcance y Escala, Creación de redes y Pensamiento complejo. Prevemos que el marco y la tipología propuestos articulados al pensamiento complejo, ampliarán el impacto de las iniciativas de CC de manera integral.