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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Exploring educational simulation platform features for addressing complexity in Industry 4.0: a qualitative analysis of insights from logistics experts(Frontiers, 2024-03-12) Pacheco Velázquez, Ernesto Armando; Rodés Paragarino, Virginia; Márquez Uribe, Alberto; https://ror.org/03ayjn504; https://ror.org/008ms5s18This study explores the transformative impact of Industry 4.0 on industrial operations, emphasizing the integration of advanced technologies like AI, IoT, and Big Data Analytics to enhance process optimization, automation, and connectivity. Despite its potential for efficiency, Industry 4.0 introduces significant complexities, challenging existing operational and decision-making frameworks. Addressing these challenges, the research investigates the role of simulation platforms in logistics, seeking to identify their critical attributes for effective complexity management. It highlights the need for innovative tools in system evaluation, performance measurement, and skill development, aiming to equip the workforce with essential Industry 4.0 competencies. Through qualitative insights from logistics experts, the study aims to offer practical recommendations for educators and industry professionals, contributing to the design and implementation of educational simulations that align with the intricate demands of Industry 4.0 logistics.
- Industry 4.0 Competencies as the core of online engineering laboratories(Loughborough University Library Open Journals, 2021-11-06) García Morán, Emmanuel; Esqueda Merino, Donovan Manuel; Solis Cordova, José de Jesús; Villagómez Guerrero, Luis Enrique; Morano Okuno, Héctor Rafael; Ramírez, Rafael; Instituto Tecnológico y de Estudios Superiores de MonterreyOnline laboratories are widely used in higher engineering education and due to the COVID-19 pandemic, they have taken on an even greater relevance. At Tecnologico de Monterrey, Mexico, well-established techniques such as Problem-Based Learning (PBL), Project-Oriented Learning (POL) and Research-Based Learning (RBL) have been implemented over the years, and over the past year, have been successfully incorporated into the students’ learning process within online and remote laboratories. Nevertheless, these learning techniques do not include an element which is crucial in today’s industrialized world: Industry 4.0 competencies. Therefore, this work aims to describe a pedagogical approach in which the development of Industry based competencies complements the aforementioned learning techniques. The use and creation of virtual environments and products is merged with the understanding of fundamental engineering concepts. Further, a measurement of the students’ perceived self-efficacy related to this pedagogical approach is carried out, focusing on the physiological states and mastery experiences of the students. An analysis of its results is presented as well as a discussion on these findings, coupled with the perspectives from different key stakeholders on the importance of the educational institutions’ involvement in developing Industry 4.0 competencies in engineering students. Finally, comments regarding additional factors which play a role in the educational process, but were not studied at this time, as well as additional areas of interest are given.
- A challenge-based learning experience in industrial engineering in the framework of education 4.0(2021-09-02) Gutiérrez Martínez, Yadira; Bustamante Bello, Rogelio; Navarro Tuch, Sergio Alberto; López Aguilar, Ariel Alejandro; Molina Espinosa, Arturo; Álvarez Icaza Longoria, Inés; Tecnologico de Monterrey, School of Engineering and SciencesCurrent tendencies of product, project and services development focus on a higher consideration of the User Experience (UX). Therefore, traditional training and teaching methodologies need to adapt to prepare the students to develop strategies for problem solving for their professional education. Such needs have risen and interest in tendencies such as education and Industry 4.0 has grown. This paper presents and analyzes the process and results of a teaching implementation methodology based on Challenge-Based Learning (CBL). The paper describes the process followed, explaining the methodology precedents that led to the final implementation case. It also mentions previous experiments on product analysis and home automation developments that are linked to implementation of the technology. This case’s implementation, analysis and experimentation integrated the use of Emotional Domotics (ED) Tools for the UX analysis, to grant feedback and compare the students’ results with the bio-metrical and emotional computational analysis. The methodology, described through this document, allowed the students to better understand and experience some of the implications of an interconnected system with instant information feedback. This allowed them to better grasp part of the impact that the tendency towards the Internet of Things (IoT) is currently having, and the impact of the improvement proposals from the students.
- Design framework based on TEC21 educational model and Education 4.0 implemented in a Capstone Project: A case study of an electric vehicle suspension system(2021-05-21) López, Hugo A; Ponce, Pedro; Molina, Arturo; Ramírez-Montoya, María Soledad; Lopez-Caudana, EdgarNowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0
- Information and Communication Technologies and Their Impact on Competitiveness in Latin America(MIAR, 2021-01-19) Arredondo Trapero, Florina Guadalupe; Vázquez Parra, José Carlos; Guerra Leal, Eva María; Instituto Tecnológico y de Estudios Superiores de MonterreyOne of the biggest challenges facing countries today is how to make their economies and industries competitive in the face of significant international rivalry and a globalized environment. Countries are making considerable efforts to boost the factors that make them more competitive, not least of these being the adoption of Information and Communication Technologies (ICTs), a determining factor in global industrial trends. Unfortunately however some countries have lagged behind in terms of ICT implementation, with the Latin American region being a specific example. This article seeks to identify whether there are significant differences between Latin American countries and their main trading partners with respect to ICT adoption, and also with respect to the Global Competitiveness Index (2019) produced by the World Economic Forum. The findings refer to the fact that there is a significant difference in how clusters of various Latin American countries are underpinning competitiveness through ICTs when compared to their main partners.