Conferencia

Permanent URI for this collectionhttps://hdl.handle.net/11285/636053

Presentación o disertación realizada dentro de un congreso o evento similar, o como evento académico independiente, tales como: Conferencia inaugural, conferencia magistral, conferencia de clausura.

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Health monitoring kiosk: A use case of the DM4O design methodology
(Springer Link, 2024-07) Álvarez Icaza Longoria, Inés; Montalvo Urquizo, Jonathan; Huerta Cardoso, Omar Ivan; https://ror.org/03ayjn504; https://ror.org/024mrxd33
The rapid and revolutionary transitions in the second decade of the millennium are forcing us to observe and include new perspectives to shape our present and future. Some believe that, at this point, it is crucial to learn from the possibilities brought by diversity and the search for equity. The DM4O is a digital product conceptualization strategy for digital products developed to allow novel design practitioners or students to envision scenarios in which vulnerable groups of people might struggle with human-machine interactions. This document presents a use case in which the methodology was tested with a group of pre-grade Data Science students at Tecnologico de Monterrey University. The results show that 1) Engineering students can benefit from including human factors considerations in their conceptualization processes; 2) The DM4O is a practical approach to promote an inclusive approach; and 3) The application possibilities of the method can promote sustainable and inclusive solutions for digital product design.
Presentación para The Innovation Challenge Bootcamp:Pensamiento Lateral
(2022-05-05) Álvarez Icaza Longoria, Inés; Tecnologico de Monterrey, School of Architecture, Art and Design, 14380 Mexico City, Mexico; Tecnológico de Monterrey
El pensamiento lateral o divergente, es un término acuñado por Eward de Bono en la década de los 1970, que se aplica para la habilidad de solucionar problemas que sigue patrones de pensamiento no lineales. Este tipo de patrones pueden ser entrenados a partir de estímulos que generen la creación de nuevas estructuras cerebrales. Para ello es necesario que el individuo acepte una serie de principios que plantean. a) la revisión de supuestos, b) el reordenamiento de la información, c) la postergación de evaluación o juicio sobre las ideas, d) una vasta generación de alternativas de solución para determinar su utilidad.
Technological and social entrepreneurship in higher education: a non-supervised algorithm for complex thinking profiling
(2024) Ramírez Montoya, María Soledad; Álvarez Icaza Longoria, Inés; Escutia Gutiérrez, Raymundo; Tariq, Rasikh; Chaabi, Hasnaa; Casillas Muñoz, Fidel Antonio Guadalupe; https://ror.org/03ayjn504; University of Alicante
Understanding the impact of technological and social entrepreneurship education on students' critical thinking and innovation skills is crucial in adapting higher education to contemporary challenges. This study aimed to evaluate the effectiveness of a non-supervised algorithm for complex thinking profiling in strengthening these skills among university students. Using the eComplexity instrument, the study collected data from 1,071 participants in various disciplines, with pre-test and post-test evaluations. Clustering analysis was performed to identify response patterns, and the results were visualized using Principal Component Analysis (PCA). The key findings include: (a) Cluster 0 showed a significant decline in scientific and critical thinking skills, (b) Cluster 1 exhibited substantial improvement in critical and innovative thinking, (c) Cluster 2 demonstrated a decrease in scores despite initial high performance, and (d) differentiated instructional approaches are needed to address varied responses. The distinguishing value of this study lies in its implications for educational communities, societal development, and decision-makers, highlighting the need for tailored entrepreneurship education to promote sustainable innovation and societal progress.
Working on a gender perspective for entrepreneurship education: an exercise in educational innovation for complexity
(2023-03-08) Alonso Galicia, Patricia Esther; Álvarez Icaza Longoria, Inés; Rodríguez Díaz, Mónica; Medina Vidal, Adriana; Suárez Brito, Paloma; INETD 2023
The changes and unexpected phenomena that we had experience as a society demand solutions that allow effective decision making within complex scenarios. Entrepreneurial education should be understood as an effort to develop entrepreneurial skills and attitudes. It is therefore very important that educators, academics and decision makers in the higher education environment to adopt and inclusive perspective. The objective of this paper is to document an exercise in educational innovation design to initiate the work of approaching a complex environment that leads to consider a gender perspective in entrepreneurship education. Entrepreneurship education is associated with business creation, the development of job skills, increased self-confidence and, above all, the recognition of opportunities for the generation of new ventures (Tiberius, V & Weyland, 2022). Although it has been recognized that female entrepreneurs contribute to economic growth, wealth creation, innovation and employment, their economic participation, is limited by various structural barriers - economic, legal, social, cultural and educational (Wu et al., 2019 ). For a better understand of a gender perspective in the context of entrepreneurship education, it is necessary to incorporate concepts of diversity and equality (Orser & Elliot, 2022). Although the need for more inclusive education at all educational levels has been highlighted, one of the main challenges that organizations face when designing, delivering and evaluating educational courses is deciding the best paths to take actions (WEI, 2022). In this sense one of the educational innovations identified by Ramírez-Montoya and Lugo-Ocando, 2020, addresses the socio-cultural domain, which focuses on the socio-cultural environment in which the educational process takes place. Furthermore, these authors note the importance of approaching all educational innovations in a holistic and inclusive manner. The exercise presented in this paper focuses on a socio-cultural educational innovation, specifically a workshop that was designed and implemented within an entrepreneurship festival at the city of Queretaro, Mexico. The recipients of this workshop were designers, professors and students in entrepreneurship training programs. They were given a framework for reflection and learning about the gender perspective considering two aspects: first, towards the sensitization of an inclusive, equitable and diverse gender perspective that transforms the design of training programs and second, towards the establishment of a route to combat stereotypes and unconscious biases. Although this exercise has been brief and limited, we consider that we have achieved a step towards an understanding of the challenges involved in working with a gender perspective in entrepreneurship training. It is important to emphasize a couple of valuable discoveries, firstly the different profiles of the participants, from teachers, activists and students, which allowed us to capture the perspectives not only of the training decision makers, designers and evaluators, but also from the point of view of those who live and support the training process. Second, a reduced number of participants created an atmosphere of closeness and trust on the part of the attendees and a more direct guidance by the instructors.