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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- Scaling social, scientific, and technological entrepreneurship skills: designing the OpenEdR4C platform(Springer Link, 2024-08-05) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Suárez Brito, Paloma; Alcantar Nieblas, Carolina; https://ror.org/03ayjn504The development of entrepreneurship skills in higher education is necessary to train citizens to identify opportunities and solve problems in an increasingly complex society. However, training at the university is not enough, so experiences must be designed that help students strengthen social, scientific and technological entrepreneurship skills through a hinge competence: complex thinking. This paper shows a proposal for the design of a web platform through a project called OpenEdR4C that imbricates complex thinking-entrepreneurship and whose purpose is to contribute to the training of students and lifelong learners with skills and competencies necessary to face the challenges of today’s world and develop their potential as entrepreneurs and committed and innovative citizens. The description of the OpenEdR4C project, its objectives, stages, as well as the first pre-prototype that will become a learning platform is presented.
- Social robotics and development of investigative skills: complex thinking as a pivotal notion to produce academic documents(Springer Link, 2024-08-05) George Reyes, Carlos Enrique; López Caudana, Edgar Omar; Suárez Brito, Paloma; https://ror.org/03ayjn504To establish a relationship between social robotics (SR) and the development of research skills (HI) in university students, a hinge notion must be found that allows both terms to overlap and from there lay the foundations that favor the construction of teaching strategies. Disruptive initiatives based on educational innovation and mediated by the use of humanoid robots (NAO) that serve to scale basic academic research skills. The purpose of this study is to propose a referential scaffolding that enables the scaling of investigative skills in higher education students through the imbrication of the components of complex thinking (CP) with the characteristics and dimensions of social robotics. The result is a framework that proposes to understand the way in which the RS-PC-HI relationship can be used to positively influence the performance of students to appropriately elaborate products related to scientific writing. It is concluded that by using the proposed frame of reference it will be possible to generate formative and motivating experiences that generate not only knowledge related to academic research but also its derived products.
- Digital gender gap at the high school level: the case of computer technicians in Mexico(2023-07-15) Peláez Sánchez, Iris Cristina; George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; Tecnológico de Monterrey; https://ror.org/03ayjn504The gender gap has generated inequalities in women due to barriers that limit their progress and participation in various areas of their lives. Barriers and inequalities that bound women within the digital world have been identified, generating a fracture called the digital gender gap or gender digital divide. This phenomenon can be maximized or decreased depending on diverse factors such as access to education or development of digital skills. In this regard, a lack of aspirations to select scientific and technical paths among young people has been observed due to this digital fracture. The complexity has been evidenced in young women underestimating their digital abilities and having a technophobia that directly limits their interaction within the digital world. This study presents the results of the digital media literacy level of 124 participants (men=73, women=44, and non-binary students=7) in a technical high school in Mexico related to their educational experience and their perception of activities and school spaces. Men with a positive perception exhibit a higher level of media literacy (M=75.26, SD=11.675) compared to those with a negative perception (M=67.05, SD=15.309). On the other hand, women with a positive perception have a higher level of media literacy (M=77.78, SD=10.744) than women with a negative perception (M=64.25, SD=13.134). These results highlight the importance of promoting activities and school spaces that foster communicative and media skills, especially among women, with the aim of closing the gender gap in the digital realm.
- Gender digital divide: the complexity of digital media literacy among high school students with professional technical training in Mexico(2023-07-15) Peláez Sánchez, Iris Cristina; George Reyes, Carlos Enrique; Glasserman Morales, Leonardo David; https://ror.org/03ayjn504; The International Academic Forum (IAFOR)Nowadays, society faces a new era of digitization and virtualization due to the Fourth Industrial Revolution. This era has influenced all the complex aspects of human life. Therefore, it is vital to promote the digital media literacy of students in all educational levels, but it is needed in high school as a step before higher education. On the other hand, the digital gender divide represents a digital fracture that causes a lower representation of women in the digital world and access to STEM careers, even affecting female students' learning due to factors such as technophobia or stereotypes associated with feminine and masculine roles. This study presents the perception of the complex level of digital media literacy of 124 students (men=73, women=44, and non-binary students=7) in a high school center with technical professional training in computer science in Mexico. The data collection employed an instrument that measured three dimensions of digital media literacy based on gender. The sample considered just male participants in all groups, highlighting a gender gap in technical and professional education. However, men had a lower level in all three dimensions: Access to Digital Information (ADI) (M=3.05), Interpretation of Digital Information (IDI) (M=3.05), and Production and Socialization of Digital Communication (PSDC) (M=3.02) compared to women (ADI: M=3.10; IDI: M=3.10; PSDC: M=3.21). Although the results indicate differences in media literacy among high school students with professional technical training, the interaction between men and women is highly similar.