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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0(2021-09-08) Mena, Juanjo; Sarango Lapo, Celia Paola; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyAbstract: Education 4.0 promotes visualizing how teachers’ traditional digital competencies adopt innovative practices. The present research analyzes the relationship between the perceived digital information competencies (DICs) of university teachers and the implementation of evidence-based, innovative actions (EBEI) in a model that supports innovative practices. The research method applied was the mixed method. In the quantitative phase, the final sample consisted of 271 teachers. The ad hoc digital competency-open educational resource scale (DC-OER) was applied to measure their perception of DIC. In the qualitative phase, 15 teachers were interviewed. The results showed (a) a close relationship between the fulfillment of EBEI and the support of DIC; (b) in quantitative results, in most cases, the means are close to the central value 3, and the standard deviation is close to 1, which indicates higher DIC; (c) the qualitative results indicate that teachers search, select, evaluate information, and produce new knowledge; and (d) the theoretical model of EBEI links DIC to the formation of digital citizenship. The data can be of value to the academic community in relevant environments within the framework of Education 4.0. As a future line of research, we envision analyzing the perceived digital competencies of teachers versus their effective behavior
- Training in digital competencies for health professionals: systematic mapping (2015-2019)(2021-03-16) Fernández Luque, Antonia María; Ramírez Montoya, María Soledad; Cordón García, José Antonio; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad de SalamancaDigital competencies are one of the main transversal competencies of the XXI century. By means of systematic mapping, international published papers and research on digital skills training were critically evaluated, generating a process that helps us to recognize information about health professionals and the type of educational technology used in training. With this in mind, we employed the systematic mapping method using the WoS and Scopus databases between 2015 and 2019 in English and Spanish, specifically focused on research articles. The five competencies of the European Framework of Digital Competence were used to analyze the articles, and the works were classified according to the educational technology used. Inclusion, exclusion, and quality criteria were applied. Two hundred and forty-eight articles were selected for the study. Most focused on the information literacy dimension (168) and used digital educational technology. In total, 27 papers were concerned with competence in communication, 19 with safety, and 12 with problem-solving. Only 8% of the papers were conducted in the context of health institutions, and 68% were based in an academic context. Articles related to the social field were found that dealt with aspects directly linked to health and safety. The publications on digital competencies used in the field of health mostly addressed the dimension of information competence, with a focus on the design and implementation of training activities in the management of information sources, instructional standards, curriculum design, and the competencies of the health librarian as an instructor.
- Educational innovation and digital competencies: the case of OER in a private Venezuelan university(SpringerOpen Journal, 2016-02-25) Prince Machado, Marcella S.; Tenorio Sepúlveda, Gloria C.; Ramírez Montoya, María S.; Tecnologico de MonterreyThe challenge for universities in developing countries of Latin America is to provide quality education and to promote the development of the digital competencies necessary for an active citizenship. Nevertheless, the use of technology and open educational resources (OER) promote greater efficiency and social penetration. The objective of this research is to analyze how the attributes of innovation develop when OER are integrated with learning environments that promote digital skills. Case study and data recollection were applied to the interview, the log, the observation, and the document analysis. Results indicated that a combination of innovation attributes generates a change in: a) educational methodology, b) technological tools and ways to present its contents, and c) the way the teacher thinks and students act. The use of innovative elements allowed subjects to overcome space and time barriers, setting the foundation for the development of blended learning in the institution.