Artículo

Now showing 1 - 3 of 3

Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education
(Springer, 2023-01-25) Ramírez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Buenestado Fernández, Mariana; Instituto Tecnológico y de Estudios Superiores de Monterrey
This article focuses on empirically analyzing the final products designed by 147 academics from 11 countries who participated in an international open education movement workshop by answering the research questions “What are the technopedagogical components of the products designed by the participants to encourage the open educational movement? and what practice of the open educational movement is being executed?” The article starts with a conceptual basis that describes the concepts of Active learning, Education 4.0, Complex Thinking and Open Education. It presents (1) the case study methodology on which this research is based, (2) two case studies on open education, (3) a game‑based intervention proposal to support instructors in training university students in complex thinking skills based on Education 4.0 technologies and game‑based learning principles, (4) and a discussion of the findings and opportunities for further work in the area. The findings of this study reveal that (A) the use of emerging and 4.0 technologies in initiatives of the open education movement continue to increase; (B) most of the open education initiatives designed by academics participating in the workshops were focused on the production of OER; and (C) inclusive access to education and continuing professional development of teachers is a constant concern addressed in open education initiatives. The results of this research suggest that training and development interventions implying the creation or design of open education initiatives should focus on encouraging all kinds of open education practices (i.e. use, production, dissemination and mobilization)
Novel Use of a Remote Laboratory for Active Learning in Class
(2016-06-15) Marrero, Thomas; Ramírez Montoya, María S.; Ramírez Hernández, Darinka del Carmen; Tecnologico de Monterrey; Phillip C. Wankat
Active learning engages students in the process of learning through activities and discussions in class; it emphasizes higher order thinking and often involves group work. This could provide a dynamic active learning environment in today’s classroom. Engineers in leadership roles are required to have a great number of competencies to properly meet societal needs.
Inverted Learning Environments with Technology, Innovation and Flexibility
(IGI Global, 2016-01) Ramírez-Montoya, María-Soledad; Hernández, Darinka del Carmen Ramírez; Tecnológico de Monterrey; Tecnologico de Monterrey, Mexico; Tecnológico de Monterrey, Monterrey, Mexico
Flexibility, technology and innovation can lead to challenging learning environments. The research question: What are students' meanings and experiences in inverted learning environments? The investigation methodology was mixed with three instruments applied to 568 students. Flexible environments, active learning and inverted learning were analyzed. Qualitative and quantitative data were triangulated with instruments, data and theory. The results indicated that (1) university students of flexible environments modified their schedules and learning locations; (2) active learning is related to students' meanings, and; (3) inverted learning experiences confirm that they find a source of learning not only in the teacher figure but also in their peers. Students mentioned learning from videos (77%) has the advantage of flexibility as well as technical problems (34%) as a disadvantage.

Artículo

Browse

Filters

Settings

Sort By

Results per page

Search Results