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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A teacher education model for the digital age: Linking educational innovation and research
(2022-09-29) Ramírez Montoya, María Soledad; Sarango Lapo, Celia Paola; Mena, Juanjo; Real, Eulolio; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad Técnica Particular de Loja; Universidad de Salamanca; Universidad Santiago de Compostela; Universidad Católica de Santa María
The digital age presents challenges for teacher preparation. The purpose of this study is twofold: (1) reliability and validity of the CD-REA scale, (2) Confirmation of the EBEI Model. A mixed-method, sequential-explanatory research was carried out in a couple of stages (QUAN and qual), relating questionnaires, interviews, plus observations. The sample in first stage is made up of 271 university professors and in the second stage we had 15 only. Two discoveries were found: (1) The digital competency scale and using of open educational resources (CD-REA) has proven to be a reliable and accurate tool for assessing digital abilities. (2) A high degree of interdependence between steps, which grows as the process progresses, demonstrated the validity of the Evidence-based Educational Innovation methodology (EBEI). A quality assessment tool for digital information competencies and a model for educational innovation that is supported by cutting-edge teaching techniques are both contributions made by this study.
Academic success in universities: a comparative study in Centers of America
(2020-10-22) Soto-Gogué, Vanessa; Ramírez-Montoya, María Soledad; Hernando-Gómez, Ángel; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad de Huelva; Universidad de Cantabria; Universidad de Salamanca
The academic success of a university student is mediated and influenced by various factors, as well as by personal experience. Taking this framework into consideration, this paper describes the phases of research designed to determine the factors that influence the academic success of college students by answering the following question: How to promote academic success in college students? To this end, a justified and argued theoretical framework is shown, in which current references up to 2020 on factors associated with performance have been analyzed, to later present the procedure and research framework as well as the methods used, both qualitative and quantitative, in the context of different Centers of Academic Success in the University of America.
An educational ethnography of the development of complex thinking:students' point of view on theır self-perception of achıevement
(2023) Medina Vidal, Adriana; Nerantzi, Chrissi; Alonso Galicia, Patricia Esther; Tecnológico de Monterrey; https://ror.org/03ayjn504; ISTES Organization
The United Nations 2030 Agenda for Sustainable Development and the Inner Development Goals argue that addressing the world's challenges in the 21st century requires people to develop diverse skills. On the one hand, anyone, regardless of age and educational level, can develop multifaceted, transdisciplinary, and integrated competencies to address these challenges. On the other hand, people must work on skills and qualities relevant to inner growth to contribute to a more sustainable global society. Latin America is one of the regions in the world with the lowest skills indexes. Developing complex thinking competency allows individuals to increase their ability to address problems and challenges in their environment, a necessary skill for any professional. However, little progress has been made in documenting pedagogical implementations that develop disciplinary and transversal competencies, such as complex thinking competency, and students' results in mastering this competency. The present contribution identifies the units of analysis for an educational ethnography focused on recording the complex dynamics of educational systems and the implications of a competency-based educational model and presents students' perceived achievement of complex thinking competency as measured by a validated instrument.
An instrument to assess the research culture in formative processes: the validation of the instrument
(2020-10-22) Coronel-Santos, Maday Alicia; Ramírez-Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad de Salamanca
Universities seek to contribute to strengthening the research capacity of their students for the creation of new knowledge in a constantly changing society. In this scenario, strengthening the research culture among teachers and students is considered a key factor contributing to the consolidation of a researcher. Therefore, this study aims to establish the validity of the research instrument called Res-Cul, which aims to assess the personal research culture immersed in an educational process at the undergraduate level. Res-Cul considers attitudes and values towards research, knowledge about research with a methodological approach, and practices towards research at the university. The method used was the validation of content in the opinion of 9 experts, and Kendall's W concordance coefficient to measure the reliability of these judgments. The results show that the items in the Res-Cul instrument are valid and reliable for the purposes mentioned. In order to continue consolidating the validity of the instrument, in the following steps, the instrument is piloted with potential users.
Análisis dendrográfico comparado del agrupamiento gremial en percepción mutua de lenguajes de diseño en tecnología y educación para una escala de perfiles en tecnología educativa
(2019-11-20) Assaf Silva, Nayiv Amin Jesus; Navarro Corona, Claudia; Instituto Tecnológico y de Estudios Superiores de Monterrey; Consejo Mexicano de Investigación Educativa, A.C.
Se aplicó un instrumento de 35 reactivos que evalúa en puntos porcentuales la comparación de las 10 heurísticas de usabilidad de diseño de interfaces tecnológicas de Nielsen empleadas en el campo tecnológico vs 35 principios multimedia de diseño instruccional de Mayer empleados en el campo educativo a un grupo de 12 investigadores del departamento de tecnología educativa de una universidad pública del norte europeo dentro del top 200 del índice QS, cinco miembros del grupo eran especialistas del área educativa, tres del área tecnológica y cuatro eran estudiantes de posgrado de tecnología educativa. Los 420 datos obtenidos de las 12 aplicaciones se procesaron matricialmente por medio de un análisis jerárquico de conglomerados con el método de Ward con tres métricas de distancia y dos escalamientos lo que produjo un paquete de 6 dendrogramas que fueron comparados para determinar la caracterización de similitudes, diferencias y patrones estadísticos gráficos de la percepción de lenguajes de diseño de los agrupamientos resultantes con el fin de explorar los alcances de esta estrategia como predictor de perfiles y percepciones relativas gremiales de tecnología y educación entre estudiantes, tecnólogos y educadores. Los resultados muestran un alto grado de diferenciación relativa entre los perfiles de tecnólogo y educador, hablan lenguajes totalmente diferentes, los tecnólogos forman siempre un agrupamiento consistente mientras que los educadores muestra una consistencia más variable, aparecen también perfiles atípicos indeterminados, se propone una escala de perfiles gremiales en tecnología educativa con la que se caracterizó a los expertos de este grupo de investigaciónestudiado.
Are intercultural competencies the key for international collaboration?: A systematic review
(2022-10-19) Ramírez Montoya, María Soledad; Guillén Yparrea, Nicia; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad de Salamanca
Developing communication skills and intercultural awareness is the engine for col laboration and networks to address complex social issues. This article describes a systematic literature review analyzing the scientific evidence from January 2016 to June 2022 in publications available in the Scopus and Web of Science databases regarding intercultural and global competencies developed to encourage interna tional, professional collaboration. A systematic mapping of the literature was per formed firsthand, and selection criteria were applied to determine the articles to be reviewed, resulting in 45 eligible studies. The analysis focused on three competen cies: intercultural communication, intercultural sensitivity, and intercultural respon sibility. The results highlighted the relevant trend and predominance of (a) qualita tive studies, specially case study designs; (c) the themes of intercultural and global competencies; (c) research involving intercultural communication competency, and (d) intercultural education. This study aims to be of value to academic, scientific communities, and those interested in training, communication, and educational in novation.
ChatGPT as a flipped learning tool in education: a case study in chemical engineering
(2024) Delgado Fabián, Mónica; Huesca Juárez, Gilberto; Carrera Flores, Héctor Eder; Menchaca Torre, Hilda Lizette; Garcia Peñalvo, Francisco José; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of Alicante
Rapid technology advancement has profoundly impacted global education systems, particularly in the context of generative artificial intelligence (Gen-AI). This research's objective was to evaluate the potential integration of large language models (LLMs), such as ChatGPT, in chemical engineering education. In a course that employed flipped learning as an active learning strategy, the use of videos as a pre-class preparation activity was replaced by ChatGPT. The study employed a quantitative research design with an exploratory approach, with a sample size of 41 students. The efficacy of integrating ChatGPT was assessed by contrasting the normalized learning gain between the focus and control groups. The results of the descriptive statistics and the t-test indicate that there is no statistically significant difference between the two groups in terms of the normalized learning gain. The principal findings regarding the utilization of ChatGPT in chemical engineering curricula are as follows: first, it has the potential to enhance the explanation of fundamental concepts; second, it presents a challenge in tasks that require complex calculations; and third, it offers an opportunity for developing critical thinking in students. This research contributes to the existing literature on the use of ChatGPT as a tool in flipped classroom and highlights the ongoing need for further work on instructional design.
Clinical competencies and complexity in students: systematic literature review
(2024) Jimenez Botello, Luis Clemente; Rozo Garcia, Hugo Alexander; Garcia Peñalvo, Francisco José; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of Alicante
The achievement of clinical competencies by health students contributes to better patient care. The objective of this study was to know how clinical competencies are related to complex thinking in students. To achieve the objective, a systematic literature review was carried out, using the SCOPUS and WoS databases; with keywords from “clinical competencies” AND “complexity” AND “students” between the years of 2015 to 2024, the search results were narrowed using PRISMA, with quality criteria. The results show: a) The keywords related clinical competencies with educational aspects and different health careers; b) The journals related to education and health at level Q1 and Q2 are what had the most publications; c) The level of training was mainly undergraduate and nursing was the profession with the most publications; d) The types of complex thinking were: scientific thinking and critical thinking. The relationship between clinical competencies and complexity is through complex thinking, in particular scientific thinking and critical thinking. This study is intended to be of value to better understand how complex thinking processes contribute to improving the achievement of clinical competencies in health students.
Co-teaching with humanoid robots to develop complex thinking: Appreciation of ICT usage in higher education students
(2023-11) Suárez Brito, Paloma; López Caudana, Edgar Omar; Baena Rojas, José Jaime; https://ror.org/03ayjn504
To efficiently develop 21st century skills in higher education contexts, various technologies have been used, including humanoid robots. In this work, the perception of the use of a humanoid robot as a tool within a virtual class to enhance complex thinking was evaluated in higher education students. Results showed that the experience was useful for the development of transversal competencies due to its innovative nature.
Comparison of the effectiveness of flipped classroom using videos and ChatGPT in chemical engineering education
(2024) Velarde Camaqui, Davis; Delgado Fabián, Mónica; https://ror.org/03ayjn504; University of Alicante
The teaching of chemical engineering in higher education presents multiple challenges due to the complexity and abstraction of its fundamental concepts. Traditional methodologies often fail to fully engage students or foster deep understanding, highlighting the need for innovative pedagogical approaches. This study compares the effectiveness of two tools used in the flipped classroom methodology: educational videos and ChatGPT, an interactive artificial intelligence tool. Conducted over the second semester of 2023 with 45 third-semester Chemical Engineering students at a private university in Mexico, the study randomly assigned students to either the video group or the ChatGPT group. Data was collected using the PEPAI questionnaire, supplemented by classroom observations and performance assessments. The Mann-Whitney U test revealed significant differences in notetaking and preparedness for class exercises, with the video group outperforming the ChatGPT group. However, no significant differences were found in other areas such as content clarity, time spent, and ease of collaborative activities. These findings suggest that while ChatGPT has potential, it is still in a settling phase for both students and teachers. The study underscores the importance of careful integration of new technologies in education and provides practical guidelines for enhancing flipped classroom experiences.
Competencia de razonamiento complejo: innovación con TICs, robótica social e inteligencia artificial en educación superior
(2023-01) Castillo Martínez, Isolda Margarita; Baena Rojas, Jose Jaime; López Caudana, Edgar Omar; Suárez Brito, Paloma; Ramírez Montoya, María Soledad; Tecnológico de Monterrey
Las TIC, Robótica Social (RS) e inteligencia artificial (IA) pueden ser de apoyo para desarrollar la competencia de razo- namiento para la complejidad. El objetivo de esta investigación fue analizar el impacto de dichos recursos tecnológicos mediante tres sesiones para conocer si contribuyen al desarrollo del razonamiento complejo. Se aplicó un método mixto con 34 estudiantes universitarios de México y España, mediante el cual se exploraron la percepción del nivel de dominio de razonamiento para la complejidad y la percepción de uso de las tecnologías implementadas. Los hallazgos muestran (a) Reafirmación sobre la utilidad de las TICs en los procesos de enseñanza, (b) Respuesta favorable al uso de RS en clases, lo que indica que puede apoyar los procesos de aprendizaje promovidos en contextos de educación superior (c) La IA puede transformar procesos de enseñanza-aprendizaje estandarizados en procesos constituidos por actividades diseñadas conforme a las características y necesidades de los estudiantes (d) Las TICs, RS e IA pueden favorecer el desarrollo de competencias transversales, incluyendo metacompetencias, en estudiantes universitarios. Este estudio pretende ser de valor para la comunidad académica e interesados en innovación educativa, desarrollo de competencias y aplicación de tecnologías.
Complex competency model for digital transformation in corporate universities integrating artificial intelligence
(2024) García Blásquez, Alicia; Ramírez Montoya, María Soledad; Garcia Peñalvo, Francisco José; https://ror.org/02f40zc51; https://ror.org/03ayjn504; University of Alicante
Clearly, we live in a hyper-connected world where rapid technological innovation has given rise to a trend called digital transformation and the need for new skills development models in companies. This research aims to assess the development of complex thinking competencies in employees within a corporate university, measuring their performance levels with daily-practice digital tools to propose a digital transformation model using artificial intelligence. The research approach will employ a mixed, sequential explanatory (QUAN -> QUAL) design. With the results of this research, it will be possible to develop a prototype digital transformation model using artificial intelligence. The paper contains six sections: a) introduction: context and motivation underlying this research project, b) the state of the art of the primary theoretical constructs, c) the hypothesis and research objectives, d) the methodology followed, e) expected contributions and f) the conclusions. This research project will contribute to companies' significant digital transformations using artificial intelligence to improve their training and business processes.
Complex thinking for understanding reality: qualitative analysis with intercultural expert dialogues
(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Wilberforce, Awotwe Tabbi; https://ror.org/03ayjn504; https://ror.org/0220mzb33; University of Alicante
The prism of the complex thinking perspective highlights an approach that transforms a particular view into a holistic vision that contemplates the various realities comprising the phenomenon of study. Complex thinking integrates cognitive, contextual, and social elements. This study aimed to analyze the potential and challenges of a complex thinking educational model through expert intercultural dialogues to improve the development of complex thinking in different contexts. The qualitative method utilized semi-structured group interviews with high-level experts in complex thinking and education (exploring philosophical, theoretical, educational, and political dimensions). Thematic, sentiment, and co-occurrence network analyses were conducted. The findings revealed: (a) complex thinking and social justice are critical themes in educational discourse, (b) there is a positive sentiment toward theoretical advances but a critical view of political influences, (c) educational themes interconnect through holistic approaches, and (d) frequent use of terms related to education, complexity, and social justice underscores their centrality. The study is of value to high-ability trainers in academic, social, or business settings.
Las componentes que definen el perfil digital de un investigador en la Ciencia Abierta
(2020-11) García Peñalvo, Francisco José; Universidad de Salamanca; Red CAyRI
El Dr. Francisco José García-Peñalvo de la Universidad de Salamanca, España, explica las dimensiones de la identidad digital de un investigador y el protocolo para crearla. Esta conferencia forma parte del 1er Congreso Internacional de Ciencia Abierta y Repositorios Institucionales.
Computational and complex thinking: exploratory descriptive study of microlearning for sustainability
(2024) Tenorio Sepúlveda, Gloria Concepción; González González, Carina Soledad; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of Alicante
Computational and complex thinking are indispensable competencies for resolving complex problems; global challenges make it imperative to address them transdisciplinary. This research aimed to analyze the application of computational and complex thinking in higher education students through a microcourse oriented toward sustainable development goal seven (SDG 7) to identify disciplinary and gender differences. An exploratory, descriptive study was conducted with 322 higher education students in five different disciplines in 4 Latin American countries, implementing E4C&CT, a digital ecosystem with microcourses oriented to the SDG. The findings highlight that (a) students in the Engineering and Technology and Social Sciences areas who did not disclose their gender attained the highest mean scores when using computational and complex thinking to design a renewable energy system; second were men and women from the Humanities Sciences area, and (b) when using these competencies to design solar photovoltaic systems for a home, women from the Social Sciences area had lower results than the group average; this information can help develop personalized training paths. This study is useful for teachers who want to implement microlearning targeting global problems, society desiring to be educated in these topics, and decision-makers in Engineering and Technology, Humanities, Medical Sciences, and Natural and Social sciences.
Computer supported collaborative learning. A peer-to-peer experience at the PhD level
(2020-10) Nava Lara, Sergio Alberto; Canchola González, José Antonio; Research GRoup in InterAction and eLearning (GRIAL) and Research Institute for Educational Sciences (IUCE) at the University of Salamanca.
Learning, as a social phenomenon, is enhanced when it is achieved in a collaborative manner, such as through Computer supported collaborative learning, which involves interaction, communication, and collaboration among a group of people – mediated by technology – to achieve a common learning goal or to resolve a situation which requires a creative response. This paper includes a compilation of doctoral-level students’ learning experiences and is written autonomously by two participants enrolled in an online course on comparative education. The objective of this paper is to describe the experiences and difficulties of implementing computer-based collaboration as a didactic strategy at the postgraduate level, intending to test its pedagogical use. The research found that when information and communication technologies (ICT) are applied to educational processes, they induce transformations which affect both how individuals learn and the digital and informational competences they acquire.
CONACYT y Ciencia Abierta
(2020-11-11) Altamirano Allende, Carlo Andrés; CONACYT; Universidad Autónoma de Zacatecas
El Dr. Carlo Altamirano en su conferencia: CONACYT y Ciencia Abierta, explica los retos de la transición del acceso abierto a la ciencia abierta. Para ello, describe el modelo tradicional de la generación del conocimiento científico, así como el proceso actual del mismo. Señala también cómo se ha desarrollado en México la política de acceso abierto y ciencia abierta, y describe uno de los retos: el generar más repositorios institucionales y hacer del repositorio nacional un espacio más vivo. Esta conferencia forma parte del 1er Congreso Internacional de Ciencia Abierta y Repositorios Institucionales
Conducta creativa: un abordaje desde las ciencias cognitivas
(2022-10-04) Suárez Brito, Paloma; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; Universidad del Desarrollo
El objetivo de esta charla fue definir el concepto de creatividad desde el enfoque de las ciencias cognitivas y la importancia de su estudio en la educación superior. Se realizó la construcción de una definición del término creatividad, un análisis estructurado de los elementos que la componen y se mencionó una aproximación para su medición. Con ello, se buscó impulsar tanto en la comunidad estudiantil como en la población en general un interés genuino sobre el tema desde un enfoque de la psicología científica y conocer sus implicaciones en la vida cotidiana.
Connecting the Research Culture of Teachers to the Development of Undergraduate Student Competencies
(2020-10-22) Coronel-Santos, Maday Alicia; Ramírez-Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad de Salamanca
Higher-level educational institutions promote the development of research competencies to have a positive impact on the creation of knowledge. Studies on research competency are focused on the teacher, the student, the training process, or the results based on scientific production, opening up the possibility for investigations that integrate these elements. This document aims to present the current status of a research plan undertaken as a doctoral thesis on the study of the development of research competencies through the transfer of research culture from teacher to student within a training process. For the development of the research, a mixed study with a sequential design is proposed, allowing the analysis of quantitative and qualitative data together to provide a profound understanding of the studied phenomenon. The goal is that the results obtained will help establish the guidelines for a technology-based-assessment model that analyzes the formation of research competencies through the transfer of the research culture from the teacher to the student. These would guide the design of innovative training practices within contextual frameworks. The current state of this research accounts for the contributions to the theoretical framework and provides a first look at the methodology to construct the model.
Cultural differences in complexity reasoning in higher education
(2022-10-19) Ramírez Montoya, María Soledad; Rodríguez Abitia, Guillermo; Martínez Pérez, Sandra; López Caudana, Edgar Omar; Instituto Tecnológico y de Estudios Superiores de Monterrey; García Peñalvo, Francisco José
The transformations experienced, the increase in socio-educational inequalities, the lack of diversity, and the gender gap, both in academic and professional fields, highlight the need to deepen training and education in STEAM areas (Science, Technology, Engineering, Art, and Mathematics). This paper identifies two key areas to promote the visibility of women in STEM disciplines: national culture and complex thinking. To this end, a survey instrument was applied to 684 university students from four different countries: Chile, Ecuador, Mexico, and Spain. The instrument sought to measure the different dimensions that make up complex thinking (critical, scientific, innovative, and systemic). A multiple analysis of variance was carried out to compare differences between countries, and an analysis of possible connections with cultural dimensions that might be appropriate. Simple boxplots were also created to visually inspect the behavior of the different samples for each dimension. The results obtained, based on national culture point to a clear direct relationship with all components of complex thinking.