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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.
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- Learning strategies and digital interventions: An analysis in the context of education for sustainable development(2019-10-17) Santillan-Rosas, Irais Monserrat; Heredia-Escorza, Yolanda; Tecnológico de MonterreyA future in which we can coexist with the environment in harmony. A future in which children can grow up healthy, happy, full of options and potential. Put simply: A sustainable future. How can digital learning strategies and interventions help shape and raise awareness about sustainable development? And how can online tools, such as Massive Open Online Courses (MOOCs) become better, more efRicient and even more successful in reaching out to the general audience? In hopes of Rinding the answers to these questions, the present dissertation is of exploratory scope with mixed design, using both quantitative and qualitative approaches to hear the voice of the users and receive feedback on these questions. A pre- post survey was applied in Rive MOOCs relevant to the theme of sustainable development during the period of January 2019 to June of the same year. As a second part of the study, interviews are taking place with users who have both completed and abandoned the MOOC, in order to compare and contrast the opinion, perspective and advice these participants would provide for future MOOCs that would be designed to teach about sustainable development. So far, the progress achieved during this research shows that users would rather hear about real life cases rather than only theory, and that they would appreciate the involvement of more interactive and social media usage for the activities inside the course in order to share with their contacts how they are learning about sustainable development.
- Challenge-based learning:the case of sustainable development engineering at the Tecnologico de Monterrey, Mexico City campus(IJEP, 2018-03-15) Membrillo Hernández, Jorge; Ramírez Cadena, Miguel de Jesús; Caballero Valdés, Carlos; Ganem Corvera, Ricardo; Bustamante Bello, Rogelio; Ordoñez Díaz, José Antonio Benjamín; Elizalde Siller, Hugo; Tecnológico de Monterrey, Campus Ciudad de México, Mexico; https://ror.org/03ayjn504The Tec21 Educational Model. It is a flexible model in its curriculum that promotes student participation in challenging and interactive learning experiences. At the undergraduate level, one of the central scopes of this model is addressing challenges by the student, to develop disciplinary and crossdisciplinary skills. Two institutional strategies have been implemented to reach the ultimate goal of the ITESM, to work in all careers under the Challenge Based Learning (CBL) system: the innovation week (i-week) and the innovation semester (i-semester). Here we report on the results of four i-week and one isemester models implemented in 2016. The i-semester was carried out in conjunction with a training partner, the worldwide leader Pharmaceutical Company Boehringer Ingelheim. Thirteen Sustainable Development Engineering career students were immersed for a 14 week period into the strategies to solve reallife challenges in order to develop the contents of four different courses. Six teachers of the academic institution and four engineers from the Boehringer plant served as mentors. Continuous evaluations were carried out throughout the abilities examination and partial and final examinations were performed by both experts, from the company and from the University.
- Disaster risk and clean technology transfer facing climate change: a theoretical approach towards sustainability and safety in middle-size Latin-America cities(Agenzia entrate, 2018) Rivas Gómez, Elfide Mariela; Aparicio Moreno, Carlos Estuardo; https://ror.org/03ayjn504; Instituto Tecnológico y de Estudios Superiores de MonterreyDisasters are not natural, they are problems unsolved by global development. Associated to disasters, vulnerability is characterized by factors like physical exposure, social fragility and lack of resilience. As part of an on-going research, our work shows a theoretical approach for analyzing the Disaster Risk and Clean Technology Transfer, looking for sustainable and safe middle-size cities in Latin America, facing the Climate Change. We expose that middle urban centers develop services functions, as well as big metropolis, nevertheless, its size allows to establish complementary management networks in case of natural disasters. If Climate change (CC) is a global threat, we look for its relationship with risk and disaster notions, as well as its effects in the cities of the mentioned region of the world. For the Disaster Risk Transfer (DRT), we review the evolution of retention and transfer as one of the four policies of the Integrated Risk Management (IRM), understood as a prevention phase. Risk cannot be transferred if it is not identified and reduced beforehand, because there is a link between an event’s occurrence before (exante) and after (ex-post). With Clean Technology Transfer (CTT), we explore this concept and the sustainable energy production in the above mentioned countries. We are looking for a definition of sustainable and safe Latin-America middle-size cities. We finish our document with some methodological guidelines for learning about the choice of a case study: the Mexican city Victoria de Durango.