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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- Promoción y facilitación de la cooperación internacional para la educación y/o ciencia abierta(2025-01) Martínez Pérez, Sandra; Patiño Zúñiga, Irma AzenethConferencia Magistral: Promoción y facilitación de la cooperación internacional para la educación y/o ciencia abierta - Estancia UNESCO 2025
- Usage pédagogique des jeux numériques en classe : conceptions et compétences numériques des futurs enseignants de FLE(2023-11-16) Patiño Zúñiga, Irma Azeneth; Valdez Vega, Orlando; Martínez Cantú, Aurora Guadalupe; Serrato Salazar, Dan Isaí; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/007y6q934L'utilisation de jeux numériques dans l'enseignement continue d'augmenter vu qu’ils offrent des possibilités d'apprentissage interactif et motivant pour les apprenants (Marín-Diaz et al., 2020), mais leur utilisation en classe dépend des conceptions et des compétences numériques des enseignants (Venkatesh et al., 2003). Cette étude vise à examiner les perceptions des futurs enseignants de FLE pour développer leur formation professionnelle en matière d'utilisation pédagogique des jeux numériques.
- Training teaching personnel in incorporating generative artificial intelligence in higher education:A complex thinking(2023-08) Ramírez Montoya, María Soledad; Oliva Córdova, Luis Magdiel; Patiño Zúñiga, Irma Azeneth; https://ror.org/03ayjn504; https://ror.org/00prsav78With the growing popularity of generative artificial intelligence models, there is a need to train educators with the knowledge and skills to leverage these technologies for enhanced learning experiences. This paper presents the results of a study that aimed to analyze the perspectives of educators regarding the integration of generative artificial intelligence for teaching in formal educational settings. The study employed a survey method of data collection to examine the views of 115 educators working in higher education institutions in Ecuador, Guatemala, and Mexico. The findings suggest that educators perceive AIbased tools as valuable resources for enhancing various aspects of teaching and learning given that most of the participants expressed positive perceptions of the AI-based tools for automated assessment and student emotion detection. Additionally, educators identified challenges and limitations related to the digital divide and unequal access to technology. Their participants' concerns include the potential replacement of teachers, dependence on technology, ethical considerations surrounding bias, data privacy as well as academic integrity when utilizing AI-assisted tools related to the originality and authorship of AI-generated content. This research provides insights into the current state of the field in the Latin American region and recommendations to train educators to effectively integrate generative AI in higher education institutions.
- Exploring the potential of game-based learning for promoting academic integrity and complex thinking(TEEM, 2023) Ramírez Montoya, María Soledad; Alfaro Ponce, Berenice; Patiño Zúñiga, Irma AzenethAcademic integrity refers to the adherence to ethical principles and values in academic settings. It involves the responsible and ethical use of information, proper citation and referencing, avoidance of plagiarism, honesty in examinations and assignments, and compliance with institutional and disciplinary guidelines and policies. The aim of this paper is to present the results of a game based intervention designed to train university students in academic integrity and complex thinking. In this qualitative study, thematic analysis was utilized to analyze data collected using an online questionnaire. Participants’ responses reveal their interactions with the game allowed them to openly discuss academic integrity issues in a safe, consequence-free environment. Our findings indicate that (A) the use of games as a means of interaction is a feasible approach to raise students' awareness of academic integrity since they allow open discussions on strategies to avoid involvement in situations of academic dishonesty; (B) the game mechanics designed to generate student interactions allow for the development of the sub-competencies of complex thinking; and (C) most of the participants perceived the game as a playful and useful learning experience. This research sheds light on the potential of game-based interactions to foster constructive dialogue and reflection on academic integrity.
