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.
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- Horizons architecture with virtual reality for complexity environments: Mixed methods(JOTSE, 2023-12) Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; Zepeda Orantes, Laura Patricia; https://ror.org/03ayjn504In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project’s training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. The present research was conducted with a mixed methodology, using a concurrent triangulation design. The participants were chosen from a sample for non-probability convenience. Three instruments were administered to 99 graduate students in Humanities and Education: i) a semi-structured questionnaire with demographic data and interests in contributing to the Sustainable Development Goals (SDGs), ii) a semi-structured questionnaire on students’ perceptions of learning and innovative projects, and iii) a validated Likert-scale questionnaire on elements and types of educational innovation. Virtual and augmented reality supported the distance education modalities and project presentations. The results show that: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). It is concluded that horizons architecture with virtual reality in university education encourages complex reasoning and invites the search for new solutions. The challenge is to train citizens with critical, scientific, systemic, innovative and entrepreneurial thinking, who are also empathetic, cooperative and committed to sustainable development. This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.
- Editorial: Open education for sustainable development: Contributions from emerging technologies and educational innovation(Frontiers, 2023-02-16) Ramírez Montoya, María Soledad; Rodríguez Abitia, Guillermo; Hernández Montoya, Diana; López Caudana, Edgar Omar; González González, Carina; Instituto Tecnológico y de Estudios Superiores de MonterreyThe difficulties in carrying out formal educational processes are not a novelty; historically, some examples, such as the cuneiform pictograms dating back to 3000 B.C., speak of the problems that the Sumerian people had in educating, disseminating the knowledge to reach future generations, and finding ways to translate the representations into productive processes. It has been 5000 years since those Mesopotamian schools tried to establish a systematization of knowledge through educational institutions. From this perspective, we must understand that educational institutions must constantly be moving, pending social dynamics, adapting, and in many cases, anticipating the transformations that human beings undergo in their daily lives. We must understand excellence as Galeano commented, “Utopia is on the horizon. I walk two steps, it moves two steps away, and the horizon moves ten more steps away. So, what is a utopia for? That’s what it’s for, to walk.
- Complex digital horizons in the future of education 4.0:Insights from UNESCO recommendations(2022-06) Ramírez Montoya, María Soledad; McGreal, Rory; Obiageli Agbu, Jane Frances; Instituto Tecnológico y de Estudios Superiores de MonterreyThe complexity of constant change has a global impact on all sectors of society and especially in the field of education. This article aims to analyze the possible digital horizons that can be glimpsed in the future of education 4.0 based on UNESCO 2019 recommendations. The analysis is linked to the digital transformation and the valuable contributions of the articles that make up this monograph are also presented. The method followed was literature review and propositional analysis. The findings show contributions for education 4.0 linked to UNESCO recommendations: (a) reasoning for complexity, (b) access with open platforms, (c) digital support, (d) new creations and (d) solidarity. Ten articles that contribute to the knowledge of education 4.0, open educational resources, open science and digital transformation practices are also presented. The digital horizons outline processes for: (a) reconstructing the formative spaces of people; (b) glimpse education as part of a new inclusive ecosystem of training; (c) integrate open digital technology as a vehicle for new ideas and links; and (d) co-constructing new formative processes. The contributions are intended to be of value to the academic, scientific, and social community, interested in proposing new options for a quality, open, inclusive and supportive education.
- Horizontes digitales complejos en el futuro de la educación 4.0:luces desde las recomendaciones de UNESCO(RIED-Revista Iberoamericana de Educación a Distancia (La Revista Iberoamericana de la Educación Digital), 2022-06) McGreal, Rory; Ramírez Montoya, María Soledad; Obiageli Agbu, Jane Frances; Instituto Tecnológico y de Estudios Superiores de MonterreyLa complejidad del cambio constante tiene un impacto global en todos los sectores de la sociedad y especialmente en el ámbito de la educación. Este artículo pretende analizar los posibles horizontes digitales que se vislumbran en el futuro de la educación 4.0 a partir de las recomendaciones que emitió la UNESCO en 2019. El análisis se vincula con la transformación digital y se presentan también las valiosas aportaciones de los artículos que componen este monográfico. El método seguido fue la revisión bibliográfica y el análisis propositivo. Los resultados muestran aportes para la educación 4.0 vinculados con las recomendaciones de la UNESCO: (a) razonamiento para la complejidad, (b) acceso con plataformas abiertas, (c) soporte digital, (d) nuevas creaciones y (d) solidaridad. Además, se presentan diez artículos que contribuyen con el conocimiento de la educación 4.0, los recursos educativos abiertos, la ciencia abierta y las prácticas de transformación digital. Los horizontes digitales esbozan procesos para: (a) reconstruir los espacios formativos de las personas; (b) vislumbrar la educación como parte de un nuevo ecosistema inclusivo de formación; (c) integrar la tecnología digital abierta como vehículo de nuevas ideas y vínculos; y (d) co-construir nuevos procesos formativos. Las contribuciones pretenden ser de valor para la comunidad académica, científica y social, interesada en proponer nuevas opciones para una educación de calidad, abierta, inclusiva y solidaria.
- Lifelong learning and metacognition in the assessment of pre-service teachers in practice-based teacher education(Frontiers, 2022-05) Matsumoto Royo, Kiomi; Ramírez Montoya, María Soledad; Glasserman Morales, Leonardo David; Instituto Tecnológico y de Estudios Superiores de Monterrey; Faculty of Education, Universidad del Desarrollo; Institute for the Future of Education; School of Humanities and Education, Tecnologico de MonterreyInitial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment processes that promote lifelong learning and develop metacognition skills. For this, it analyzed how the planned and implemented actions by the teacher educators in Practice-based Teacher Education programs promoted metacognition and lifelong learning in the pre-service teachers. The method was a mixed explanatory sequential design. Quantitative and qualitative instruments were applied. Information was obtained from the learning and assessment resources (72 syllabi and 14 assessment tasks) and pre-service teachers’ opinions (survey: n = 231, interviews: n = 8). The findings identified three main components: (i) authentic and relevant assessment tasks, (ii) prior communication of instructions and evaluation criteria, and (iii) frequent performance-focused feedback from peers and teacher educators during and at the end of assignments. The study results can be valuable in teacher education programs to strengthen assessment processes, promote lifelong learning tendencies, and develop metacognitive skills among the teachers in training.