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 pipeline framework for robot maze navigation using computer vision, path planning and communication protocols
(IEEEXplore, 2021-06-14) Rodriguez Tirado, Areli; Magallan Ramirez, Daniela; Martinez Aguilar, Jorge David; Moreno Garcia, Carlos Francisco; Balderas Silva, David Christopher; López Caudana, Edgar Omar; https://ror.org/03ayjn504
Maze navigation is a recurring challenge in robotics competitions, where the aim is to design a strategy for one or several entities to traverse the optimal path in a fast and efficient way. To do so, numerous alternatives exist, relying on different sensing systems. Recently, camera-based approaches are becoming increasingly popular to address this scenario due to their reliability and given the possibility of migrating the resulting technologies to other application areas, mostly related to human-robot interaction. The aim of this paper is to present a pipeline methodology towards enabling a robot solving maze autonomously, by means of computer vision and path planning. Afterwards, the robot is capable of communicating the learned experience to a second robot, which then will solve the same challenge considering its own mechanical characteristics which may differ from the first robot. The pipeline is divided into four steps: (1) camera calibration (2) maze mapping (3) path planning and (4) communication. Experimental validation shows the efficiency of each step towards building this pipeline.
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.
El acceso abierto en las instituciones educativas privadas: la experiencia del Tecnológico de Monterrey y su Repositorio Institucional
(2020-02-12) Rodríguez Palacios, Sara María del Patrocinio; Grupo Mexicano de Usuarios de DSpace (Mexican DSpace User Group); LYRASIS; Tecnológico de Monterrey
Debido a las necesidades de información cada vez más globalizadas y a la importancia de ofrecer visibilidad de la producción científica, académica e institucional; se llevan a cabo iniciativas que promueven el acceso abierto en el Tecnológico de Monterrey, cumpliendo con las normas nacionales e internacionales vigentes, tendiendo hacia el modelo de una organización que aprende, una organización inteligente que gestiona el conocimiento.
Adaptation and testing of an instrument to measure energy literacy in Mexico
(2020-04) Castañeda Garza, Gerardo; Valerio Ureña, Gabriel; Instituto Tecnológico y de Estudios Superiores de Monterrey; The International Institute of Knowledge Management - TIIKM
We live in a continuous dependence to energy, and yet, there does not exist a clear sight about what we know and what we ignore about energy. Energy literacy is a broad term encompassing content knowledge as well as a citizenship understanding of energy that includes affective and behavioral aspects. In this study, of quantitative nature with exploratory scope, the purpose was to create an adaptation, and application of a pilot test, of the questionnaire “Energy Literacy Survey” (DeWaters y Powers, 2009) in a sample of university students from Mexico. The method included a translation procedure, the regional adaptation and the development of the pilot test. The sample consisted in a total of 114 participants. The questionnaire was made of 64 items in three sub-scales (cognitive, affective and behavioral). Being an adaptation from an original instrument, reliability and relevance of the items were evaluated. Factorial analysis was used to evaluate the importance of the items. Affective sub-scale showed values superior to 0.5, suggesting relevance in those items, except for two items (A7 and A8). Behaviorsub-scale reports as well most of its values superior to 0.5, with exception of items B4 and B10. In terms of reliability, Cronbach’s alpha was calculated. The affective sub-scale obtained 0.581, being able to increase its value to 0.652 if A5 was removed. On the other hand, behavior sub-scale obtained 0.691, being able to increase to 0.710 if one item was removed. Results of the pilot show differences between students of the faculties of science, engineering and others, as well as differences by gender. Lastly, applications for the instrument are discussed as well as some opportunities to improve it.
Agile management for industrial engineering capstone projects – overcoming the COVID 19 challenge
(2021-11-03) Rocha Romero, Miguel; Barbosa Saucedo, Edgar Alejandro; González Almaguer, Carlos Alberto; Tecnologíco de Monterrey; IEOM Society International
The Industrial Engineering capstone projects at Tecnologico de Monterrey (ITESM) are usually affected by several uncertainty factors: scopes poorly defined by the company; variable levels of collaboration with company personnel; ignorance about the company, and some technical methods by the students. In the Feb-Jun 2020 semester, this complexity increased due to the COVID19 contingency. The management of academic projects under these levels of uncertainty to achieve the satisfaction of students, clients, and teachers is indeed a challenge. This article presents the results of an innovation methodology for managing full-immersion projects using the Scrum-based Project Management tropicalized to academic assignments. The pilot test was carried out in the Feb-Jun 2020 semester with 30 students. The experimentation group (5 Scrums) used Scrum with three Scrum sprints, weekly 20-minute Scrum meetings, and three complete, customer-validated deliverables. The control group (3 projects) used a project charter, progress presentation, and deliverables at the end of the semester. The exit surveys answered by students, companies, and professors show that agile project management improved the experience and results for all the people involved, supported by Analysis of Variance with a 5% significance level.
Ambientes de aprendizaje innovadores para fomentar el aprendizaje activo
(2019-05-22) Ramírez Montoya, María Soledad; Tecnológico de Monterrey
Analizar los elementos teóricos-conceptuales del aprendizaje activo, con miras a incentivar diseños innovadores para ambientes del desarrollo sustentable, en el marco de UNESCO 2030
Ambientes educativos innovadores e incluyentes: retos y aportaciones para el desarrollo sostenible
(2019-05-09) Ramírez Montoya, María Soledad; Tecnológico de Monterrey
Conferencia sobre ambientes educativos innovadores e incluyentes
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 immersive week for undergraduate engineering students for developing iot competencies a case study at Tecnologico de Monterrey in Mexico
(IEEEXplore, 2020-02-13) Crespo Saucedo, Raúl; López Caudana, Edgar Omar; Ponce Cruz, Pedro; https://ror.org/03ayjn504
Emerging technologies are rapidly and deeply impacting the companies' organization, so it is necessary to develop new competencies to face the digital transformation. The Internet of Things (IoT) is an emerging technology that provides a thematic umbrella that allows educators to develop engineering skills focused on designing electronic devices, programming, connectivity, and the use of platforms in the cloud, among others. This paper describes the experience called “Development of monitoring and control systems for the Internet of Things (IoT)” that took place during the i-Week 2018 at Tecnologico de Monterrey, Mexico City Campus. The engineering students involved in this activity received training on Sigfox and LoRaWAN technologies from external companies and develop an IoT solution following the PBL (Project-Based Learning) methodology, so the students achieved a global vision about industrial and academic IoT design. Each multidisciplinary team developed a functional prototype for solving a specific real problem using Sigfox and LoRaWaN. Also, an executive report and a testimonial video were the deliverables evaluated. The results of implementing the i-Week are positive because IoT skills, problem-solving and collaborative work competencies were achieved by each student. In addition, an excellent qualitative result was the extraordinary impression of the companies about the technological goals achieved by the students during the i-Week. Besides, their communication skills and their technology integration capacity were developed.
An instrument for evaluating the innovation of an educational platform: Reliability piloting.
(2019) García González, Abel; Ramírez Montoya, María Soledad; Tecnologico de Monterrey
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.
Artificial intelligence and immersive technologies for entrepreneurial and complex thinking: addressing SDGs through education 4.0
(Springer Link, 2024-10-23) Leiva-Lugo, L., Ramírez-Montoya, M.S., Álvarez-Icaza, & Miranda, J.; https://ror.org/03ayjn504
Global society faces multifaceted challenges in various sectors, demanding innovative solutions that transcend traditional disciplinary boundaries. Addressing these complexities requires fostering interdisciplinary collaboration and holistic approaches. From a professional training perspective, it is crucial to equip future professionals with contemporary technical and technological competencies aligned with the demands of the 21st century and the competencies necessary to integrate high-performance interdisciplinary teams. This study investigates how entrepreneurial and complex thinking, Artificial Intelligence (AI), and immersive technologies can address the Sustainable Development Goals (SDGs) within the framework of Education 4.0. An integrative training model was designed and implemented in the "Techno-Entrepreneurship" workshop at the TecNM University, Zitácuaro Campus, with 20 students studying five different careers. The analysis included the evaluation of competencies through standardized templates and specific rubrics. The findings indicated a) significant improvement in critical thinking and problem-solving, b) increased interdisciplinary collaboration, c) more significant student commitment and motivation, and d) proposals for viable technological solutions aligned with the SDGs
Augmented reality as a driver to enhance engagement in high school students
(Springer Link, 2024-08-05) Velarde Camaqui, Davis; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504
Educational innovation supported by Information and Communication Technologies (ICT) is presented as a way to promote quality education and improve student competencies. The integration of ICTs in schools facilitates access to information and knowledge, eliminating barriers of time and space. To achieve effective integration, it is important to consider Technologies for Learning and Knowledge (TAC), which seek to understand the entire teaching-learning process. Technologies such as augmented reality (AR) have proven to provide immersive experiences and enriching education, by offering significant opportunities to interact with different scenarios and facilitate the understanding of complex concepts. However, studies on the implementation of AR in education have mainly focused on the university level, but research has also been conducted at secondary and elementary school levels, showing positive effects on socio-emotional aspects, cognitive development and academic performance. Thus, the implementation of AR at the high school level is a niche to improve students’ academic engagement and motivation. To address this topic, a mixed study combining quantitative and qualitative approaches is proposed. This is achieved by implementing a Systematic Literature Review and proposing an AR initial incorporation model. The results show a lack of implementation of AR at the high school level. The implications of this study include to make a valuable contribution to the instructional design and technology field, specifically as a case study for high school education, which is an area that warrants additional investigation, particularly in Latin American contexts.
Best practice in Open Science: The case Bi-National laboratory on smart sustainable energy management and technology training
(2019-05) Ramírez Montoya, María Soledad; Burgos Aguilar, José Vladimir; González Pérez, Laura Icela; Ceballos Cancino, Héctor Gibrán; Tecnológico de Monterrey
The Project emanates from two projects funded by the National Council of Science and Technology (CONACYT) of Mexico: "Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training" "Increase in the visibility of RITEC by improving the user experience and its interoperability with the National Repository ".
Challenge based learning in entrepreneurship education: empowering competencies towards the sustainable development goals
(Springer Link, 2024-08-05) Portuguez Castro, May Iliana; https://ror.org/03ayjn504
This article analyzes how Challenge Based Learning (CBL) methodology can be used in higher education to promote the Sustainable Development Goals (SDGs) through entrepreneurship proposals for future professionals. The results of an educational intervention in an online entrepreneurship course involving 60 undergraduate students in three cities in Mexico are presented. The methodology is a single case study that examines: 1) the students’ interests and achievement of entrepreneurship skills through the application of CBL, and 2) the final outcomes of the products presented, associated with the development of solution proposals linked to the SDGs. The results demonstrate that students improved their entrepreneurial skills and developed a greater awareness of social issues. This proposal contributes to showcasing educational experiences that incorporate the SDGs into educational practices. The findings from this research can be valuable for universities, professors, instructional designers, and individuals involved in designing courses that encompass sustainability.
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.