Artículo
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.
Browse
Search Results
- MAICC model: development of complex thinking through citizen science project evaluation(Frontiers, 2024-08-30) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Quintero Gámez, Lorena; Velarde Camaqui, Davis; Sánchez Salgado, Lisset Abril; Gonzalez Mendoza, Miguel; Breda, Adriana; Morales Maure, Luisa; Álvarez Icaza Longoria, Inés; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/021018s57; https://ror.org/0070j0q91; Montoya, Miguel AAs traditional education systems struggle to keep up with technological advances, incorporating open science into Education 5.0 is critical to addressing student skills gaps. In this study, the MAICC model is introduced, a tool designed to foster complex thinking in higher education students through the evaluation of citizen science projects. It integrates research-based learning and service learning, and helps develop critical and reflective skills by applying them to real-life settings. To assess student engagement and skills development, a mixed methods approach combining qualitative and quantitative analysis was used. Findings indicate that the MAICC model promotes complex thinking, enhances critical thinking through citizen science project evaluation, and features an emphasis on citizen science and educational technology. Discussion highlights citizen science’s important role in education and suggests future research exploring its wider application across disciplines and contexts to enhance 21st century skills.
- eComplexity: psychometric properties to test the validity and reliability of the instrument(ERIC, 2024-07) Castillo Martínez, Isolda Margarita; Velarde Camaqui, Davis; Ramírez Montoya, María Soledad; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > .80, a significance of p< .05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.
- Exploring complex thinking in latin american universities: comparative analysis between programs and alternative credentials(Taylor @ Francis Online, 2024-03-17) Ramírez Montoya, María Soledad; Quintero Gámez, Lorena; Sanabria Zepeda, Jorge Carlos; Portuguez Castro, May Iliana; https://ror.org/03ayjn504Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote complex thinking in national and international educational entities through analysis of their programs and alternative professional credentials to identify best educational practices. The comparative education method benchmarked the selected institutions and compared the best educational practices. The four categories of analysis were the philosophical, theoretical, and political components and the educational process. A significant-document analysis was applied to publications found on the websites of 19 educational institutions, and the data were triangulated. The findings accounted for (a) educational institutions seeking to educate individuals who can improve the quality of life in society and contribute to sustainable development, (b) educational practices aimed at developing complex thinking competencies and lifelong learning as essential for new educational models, (c) the collaboration of researchers, faculty, and other stakeholders, and appropriate tools for formative assessment, promoting the development of complex reasoning competencies in changing environments, and (d) educational processes focused on developing high skills, innovation, and digital transformation as essential for designing the future of education. This study is intended to be of value to managers, decision-makers, professors, researchers, and society interested in creating new programs to develop high-level capabilities, such as complex thinking.
- Cultivating higher order competencies:Complex thinking in latin american university context(Springer Link, 2024-02-14) Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; García Peñalvo, Francisco José; Cruz Sandoval, Marco Antonio; https://ror.org/03ayjn504; https://ror.org/02f40zc51In the rapidly evolving context of Education 4.0, the urgency to cultivate complex cognitive competencies is increasingly paramount, especially within the multifaceted educational landscape of Latin America. Despite this, there exists a paucity of scholarly inquiry investigating the nuanced perceptions of these competencies across various academic disciplines, genders, and nationalities within the region. To address this research gap, the present study offers an exhaustive multivariate descriptive statistical analysis, examining the perceptions of complex cognitive skills among undergraduate students in Latin America. Drawing upon a sample of 150 students from diverse Latin American nations, the investigation reveals marked disparities in the perception of complex cognitive competencies as a function of gender, academic discipline, and nationality. Specifically, male students consistently reported a higher self-assessment of their complex cognitive abilities compared to their female counterparts, a trend that was observed across multiple nations. Additionally, students enrolled in social science programs exhibited higher self-ratings of their competencies compared to those in technology-oriented disciplines, thereby underscoring the necessity for pedagogical refinements in curriculum design. Conducted under the rigorous ethical supervision of the R4C Interdisciplinary Research Group and the Institute for the Future of Education (IFE) at Tecnologico de Monterrey, this study not only provides invaluable insights for educators seeking to enhance their pedagogical approaches but also establishes a foundation for subsequent research in this critically underexplored area.
- AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning(Emerald Publishing Limited, 2024-02-06) Olivo Montaño, Pamela Geraldine; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.
- Reusable educational resources for developing complex thinking on open platforms(Springer, 2023-12-01) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/01fh86n78In the context of rapid technological advancements and the increasing availability of Open Educational Resources (OER), there is a growing need to foster complex thinking skills in higher education. The study aims to characterize OER platforms that facilitate the development of such skills, grounded in UNESCO’s recommendations and the evolving definitions of complex thinking. Utilizing a Systematic Literature Review (SLR), the research focuses on three key questions: the type of open license allowing 5R activities, the technical options based on the ALMS Framework, and the sub-competencies of complex thinking that can be nurtured through OER. The study identifies and categorizes key platforms conducive to the development of complex thinking skills, namely innovative, critical, scientific, and systemic thinking. These platforms are analyzed based on their licensing types and technical capabilities. Findings indicate that most of the platforms studied support 5R activities under Creative Commons licenses, require advanced editing skills, and more than half address multiple subcompetencies of complex thinking. The study concludes that the adaptation, reuse, and redistribution of OER can significantly contribute to fostering complex thinking skills, aligning educational practices with 21st-century demands. Recommendations include the development of frameworks by higher education institutions to normalize OER platforms and meet students’ needs, as well as future research to assess user behavior and sustainability of these platforms.
- AI-Based platform design for complex thinking assessment: a case study of an ideathon using the transition design approach(Taylor @ Francis Online, 2023-11-28) Sanabria Zepeda, Jorge Carlos; Alfaro Ponce, Berenice; Argüelles Cruz, Amadeo; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; https://ror.org/059sp8j34Emerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants’ higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants’ complex thinking.
- Education in Mexico and technological public policy for developing complex thinking in the digital era:A model for technology management(Elsevier, 2023-09-21) Alfaro Ponce, Berenice; Alfaro Ponce, Mariel; Muñoz Ibáñez, Christopher Antonio; Durán González, Rosa Elena; Sanabria Zepeda, Jorge Carlos; González Gomez, Zaira Lizbeth; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/031f8kt38Currently, numerous studies highlight the importance of technology as an effective resource for improving the quality of education. Like other countries in the region, Mexico greatly emphasizes improving its education system comprehensively and competitively, and technology has become a fundamental strategy to achieve this goal. Technology has allowed it to fill existing gaps and introduce innovative models in the digital age, promoting human capital development and fostering thriving communities. Technology also facilitates the development of competencies, such as complex thinking and the skills required to utilize Education 4.0 resources. However, these advances are at risk without examining the possibilities for technology transfer in the region's educational institutions. Accordingly, the following questions arise: a) What is the probability of achieving technology transfer to primary education institutions; b) What investments or modifications are necessary in the existing infrastructure to transfer educational and other technologies? We aimed to develop a quantitative data analysis model to examine the capacity of primary education institutions, applicable also to higher education, to adapt, assimilate, and transfer technology to improve educational quality in Mexico, as proposed by González Sabater in 2011. The results suggest the feasibility of a technology management system validated through a reliable database, considering the existing infrastructure as a basis for technology transfer. This research is relevant in establishing the probability of success of an educational institution in completing the process of assimilation and technology transfer, thus also contributing to governmental decision-making on educational spending.
- Research foresight in bridging open science and open innovation:overview based on the complex thinking paradigm(Elsevier, 2023-08-06) Sanabria Zepeda, Jorge Carlos; Cruz Sandoval, Marco Antonio; Moreno Romo, Athziri; Bosch Gomez, Sofia; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504Open innovation benefits from access to cutting-edge discoveries to increase their transformation into tangible applications for the benefit of society. Improving research quality has been proposed as a primary objective of open science by the United Nations, to increase science reproducibility, impact, and trust, leading to robust decision-making and policies. However, opening access to data and processes is insufficient for researchers to achieve open innovation in the context of globalization, for example, by gathering insights from external and internal sources. Developing the appropriate mindset to manage complexity and generate synergy among researchers in academia, industry, and the government is essential to catalyze knowledge and transform it into relevant innovations for society. To gain insights into the roles and challenges of researchers aiming to bridge the gap between open science and open innovation, a decade-plus Mapping Literature Review was conducted based on the complex thinking paradigm. Complex thinking allows for novel connections of the information collected through open science and open innovation, considering different forms of engaging with alternative means of knowledge creation that may promote innovative and critical thinking. The findings revealed: a) broad positioning of the terms in the European Union; b) open access and open data as current driving themes; c) a constant trade-off between the terms “open data” and “information protection”; d) lack of studies on researchers’ complex thinking to help them manage openness; e) absence of the environmental helix in the initiatives; and (f) challenges in innovative communication and collaborative practices among public and private entities. Overall, we identified an opportunity to develop researchers’ complex thinking such that the openness of information becomes a shared responsibility among partners across multiple helices. This shared responsibility can have methodological implications that permeate how open science and open innovation are theorized and, in practice, facilitate the development of fundamental collaborative research procedures.
- Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal(Taylor and Francis, 2023-03-21) Alfaro Ponce, Berenice; Patiño Zúñiga, Irma Azeneth; Sanabria Zepeda, Jorge Carlos; Tecnológico de Monterrey; https://ror.org/03ayjn504Education has undergone many changes in teaching and learning, intensified by the significant technological developments that have responded to the fourth industrial revolution and other emergent situations. In this context, developing information and communication technologies has become vital in supporting new ways and learning models in the various educational levels to address a complicated environment where individuals must have complex and computational skills to respond to challenges. This study proposes a complex thinking framework that links citizen science and digital game-based learning to develop university students’ computational thinking skills. The results indicate that (a) it is possible to consider the sub-competencies of complex thinking in the design of a digital citizenscience game to develop computational thinking, and (b) the digital game-based learning framework for citizen science topics can potentially increase students’ engagement and teamwork in data collection and analysis while building their knowledge and computational thinking skills, and their complex thinking competency and sub-competencies.