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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Novus projects: innovative ideas to build new opportunities upon technology-based avenues in Higher Education(MDPI, 2022-10-12) Peña Ortega, Luis Omar; Portuguez Castro, May; Hernández Méndez, Rogelio Vicente; Instituto Tecnológico y de Estudios Superiores de MonterreyThis study describes a funding initiative that promotes educational innovation in a higher education institution in Mexico. This initiative, known as Novus, and carried out at Tecnologico de Monterrey, encourages professors to present educational innovation proposals by funding and monitoring research projects that promote student learning and competencies. These projects are based on digital technologies and pedagogies developed on the 26 campuses distributed throughout the country. This article presents a case study in which the historical data of Novus projects from 2012 to 2021 are reviewed. The results show that using digital technologies in these projects has favored more than 65,000 students on more than 1700 courses and the 1000 professors who teach these formative experiences. In addition, there are similar initiatives, especially in Latin America; however, they are still too few to contribute to improving student learning in an unprecedented time. Due to the COVID-19 pandemic, the digital transformation of educational institutions has been accelerated, with many challenges and obstacles. Therefore, showing the result of initiatives that favor the professionalization of teachers through technological projects based on evidence will illustrate the possibilities for higher education to develop these experiences. This study aims to communicate the main ideas and findings that originated in the projects created with this initiative and to show how these experiences have impacted the teaching-learning processes of university students through the innovation proposed by teachers. The dissemination of these results can generate interest so that other institutions understand the benefits of this initiative and can continue to generate new opportunities for these contexts.
- Evaluating differences in mathematical competencies in middle school students during pandemic onditions through Preparatec Platform(MDPI, 2022-08-12) Ocampo Díaz, Alejandra; Maldonado García, Blanca; Portuguez Castro, May; Tecnologico de MonterreyThis research proposes to evaluate the difference in essential mathematical competencies of middle school students transitioning to high school level under pandemic conditions (COVID-19) using the PreparaTec platform and Programme for International Student Assessment (PISA) released items as an evaluation instrument. The study was conducted with 84 students from first semester high school at Prepa Tec (Tecnologico de Monterrey, Campus Cuernavaca) aged 14 and 15. The students were divided into three experimental groups and a control group. Three levels of mathematical competencies: reproduction, definitions, and calculations (level 1), connections and integration to solve problems (level 2), and reflection (level 3) were evaluated. We applied a pre-test at the beginning of the semester and a post-test at the end after using the PreparaTec platform. Both tests were written and applied in a face-to-face format. The study presents the findings regarding the impact of using the PreparaTec platform during the first semester in the three levels of mathematical competencies mentioned. The results obtained are presented in two analyses. The first analysis involves the results obtained per experimental group and according to the number of correct answers per group. The second analysis represents a comparison between the percentage of correct answers and the level of difficulty per question per student regarding the percentage, determined by the Organisation for Economic Cooperation and Development (OECD) and Spain in the format presented by PISA. The pre-test and post-test consisted of 23 questions from items released from PISA, which contemplated measuring the three levels of mathematical competence. The results showed an improvement of 57% in level 1 proficiency questions, 63.6% in level 2 proficiency, and 100% in level 3 proficiency. The findings indicate that new teaching strategies based on Information and Communication Technologies (ICT) and more meaningful assessment forms further develop students’ mathematical competencies.
- Impact of virtual reality on student motivation in a High School Science Course(MDPI, 2021-10) Santos Garduño, Hugo; Esparza Martínez, Martha; Portuguez Castro, May; Instituto Tecnológico y de Estudios Superiores de MonterreyIt is essential to expose students to real situations in science courses, to experience how classroom concepts are reflected in the real world. However, the materials and methods available are not always very adequate; for example, chemistry courses involve the supervision of reagents to avoid risky situations, in addition to the costs, logistics of preparing materials, and possible adverse environmental factors. As an alternative solution, the following experience was carried out using virtual reality (VR) equipment, with very realistic applications that allowed 304 fourth semester high school students to have an immersive, interactive, and contextualized experience of the disciplinary contents. The students were asked about their perception regarding the motivation and acceptance of the use of virtual reality. The results were 72% positive for attention, 61% positive for relevance, 64% positive for trust, and 71% positive for satisfaction. Also, they mentioned their intention to continue using this resource and create lines of research to study the different aspects that could form a disciplinary proposal for an entire course based on virtual reality.
- Trends for the future of education programs for professional development(MDPI, 2021-06-29) Portuguez Castro, May; Ramírez Montoya, María Soledad; Rivera Rogel, Diana; Andrade Vargas, Lucy; Universidad Técnica Particular de Loja; Instituto Tecnológico y de Estudios Superiores de Monterrey; Ossiannilsson, EbbaScientific and technological developments bring new requirements for university education and, particularly, the training of education professionals. There is a regular need to update curricula to integrate market trends and educational approaches. It is necessary to know future trends in education and teaching programs. Our research in a higher education institution in Ecuador focused on providing perspectives on the future of educational programs by analyzing trends in educational programs’ designs, students and professors’ needs for innovative education. We used the descriptive/exploratory case study method, employing quantitative surveys and qualitative interviews, focus groups and benchmarking as instruments. The surveys were applied to 337 current students, 384 potential students and 313 graduates of Educational Sciences. We conducted interviews with 20 experts from Mexico, Spain, Colombia and Ecuador. We held focus groups with 32 education professionals, including rectors, principals, educational specialists and primary, secondary and university teachers. Benchmarking was used in our analysis of ten universities. The results focused on five elements that were units of analysis (1) characteristics of education programs, (2) student requirements, (3) required educational modalities, (4) trends in education and (5) future of education programs. The data and results may be of interest to decision-makers, academicians, researchers, students and citizens interested in professional education and other disciplinary areas.
- Identifying Entrepreneurial Interest and Skills among University Students(MDPI, 2021-06-22) Portuguez Castro, May; Gómez Zermeño, Marcela Georgina; GOMEZ ZERMEÑO, MARCELA GEORGINA; 203310; Instituto Tecnológico y de Estudios Superiores de Monterrey; Madichie, Nnamdi O.This study presents the profile of the participants in an online course on entrepreneurship that followed a challenge-based learning methodology and was applied to undergraduate students at a university in Mexico. Students were given challenges related to the Sustainable Development Goals (SDGs) during the course and were allowed to recognize their interest in solving these problems. This paper seeks to identify the entrepreneurial profile of university students through their experiences, interests, attitudes, and entrepreneurial skills. Although entrepreneurship courses are offered more frequently in universities, it is necessary to know the characteristics of the students’ interest and their abilities to continue strengthening them. The data were collected through a questionnaire conducted with 20 multidisciplinary participants. The analysis compared the results of those who finished the course vs. those who did not to determine the significant differences in their answers. The results showed that the participants generated sustainable business ideas that favor local and global problems. Additionally, the students showed great interest in social entrepreneurship and developing companies based on the knowledge acquired during their university studies. It is recommended to continue with the training so that these ideas can become real ventures through linkages with other actors in the entrepreneurial ecosystem and favor the solution of sustainable problems. The questionnaire instrument enabled identifying the students’ characteristics, interests, and entrepreneurial skills, which could be strengthened with other programs that train them. It was also possible to recognize skills that they did not possess before starting the e-learning course which require further strengthening.
- Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education(MDPI, 2020-05-15) Portuguez Castro, May; Gómez Zermeño, Marcela Georgina; http://orcid.org/0000-0001-7531-6956; Tecnológico de Monterrey; Vázquez-Cano, Esteban; López Meneses, EloyChallenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
- The Impact of Higher Education on Entrepreneurship and the Innovation Ecosystem: A Case Study in Mexico(MDPI, 2019-10-11) Portuguez Castro, May; Ross Scheede, Carlos; Gómez Zermeño, Marcela Georgina; Tecnológico de Monterrey; Center for Global Innovation and Entrepreneurship, The University of Texas at AustinEntrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.