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Improving education in developing countries using robotic platforms
(Springer, 2019-05-24) Ponce Cruz, Pedro; Molina Gutiérrez, Arturo; López Caudana, Edgar Omar; Baltazar Reyes, Germán Eduardo; Mazon Parra, Nancy; https://ror.org/03ayjn504; https://ror.org/01tmp8f25
In developing countries, educational programs have been using an out of date teaching methodology, where students’ only work is to listen to the professors’ lessons without having practical applications or hands-on experience, thereby provoking a decrease in student attention span, motivation, and boredom with learning processes. This work proposes the use of robotic platforms inside elementary schools and universities to improve and evaluate the usability and efectiveness of robots on students’ attention spans, motivation, and knowledge acquirement during their classes. This work mentions a case of study in Mexico where the use of the robotic platforms was evaluated. To evaluate the learning process of undergraduate students, a hexapod robot was used throughout a basic programming course to help the students learn about robotics programming and path planning algorithms. At the end of the course, several surveys were given to the students to evaluate their perceptions about the course and the use of the robotic platform. In the elementary school, a NAO Robot was used to give students four diferent diligences in physics, mathematics and physical education classes. During these experimentations, the attention span of the students and their ability to use the robotic platforms were observed, using a behavior observation protocol; also, their knowledge acquisition before and after class was evaluated. The results showed that the use of a robotic platform in class helps the students improve their knowledge acquisition and increases their motivation and attention span. Also, the surveys and usability analysis demonstrate that the design of the diligences and course projects were sufcient to generate greater interest among the students in the topics taught in school.
Open innovation laboratory for rapid realisation of sensing, smart and sustainable products: motives, concepts and uses in higher education
(Springer, 2018-08-25) Molina Gutiérrez, Arturo; Miranda Mendoza, Jhonattan; Chavarria Barrientos, Dante; Noguez Monroy, Julieta; Ramírez Cuesta, Juan Miguel; Macías García, Manuel Eduardo; López Caudana, Edgar Omar; Bustamante Bello, Martín Rogelio; Molina Espinosa, José Martín; Ponce Cruz, Pedro; Cortés Serrano, Daniel; https://ror.org/03ayjn504
Open Innovation is not a new concept and it is been actively used by different entities to cope with new challenges posed by the evolving society in business, science and education. However, for this last one seems to be poor documentation about how higher education institutions are dealing with it. It is evident that universities are applying concepts like Open Innovation Laboratories, however it is not clear the methodologies or resources they are using. Tecnologico de Monterrey recently created its own laboratory and in this article we present the motives, concepts and uses of it in the context of higher education. Different approaches are made, from the development of core competences concepts to the physical and virtual tools used in the lab. Two study cases are briefly presented in order to illuminate how external actors are collaborating with internal actors in an Open Innovation process.

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