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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- 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.
- Education 4.0 supporting remote, hybrid and Face-to-Face teaching-learning systems for academic continuity during the COVID-19 global pandemic(2023-04) Miranda Mendoza, Jhonattan; Esqueda Merino, Donovan Manuel; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of HuddersfieldThe COVID-19 global pandemic provoked the emergence of new teaching-learning systems necessary to guarantee academic continuity at all levels, resulting in remote, hybrid, and face-to-face teaching-learning processes becoming more robust and efficient. However, higher education faces a significant challenge because, in many cases, the physical infrastructure with face-to-face access to specialized laboratories must have integrated, functional, and practical learning to train disciplinary competencies. Consequently, it is required to implement new pedagogical procedures and remote technologies to compensate for the lack of face-to-face access to laboratories. This study examines Education 4.0, the intersection of technology and pedagogy in today's higher education landscape. A case study is presented to provide a comprehensive comparison of remote, hybrid, and face-to-face learning modalities, illustrating their unique features and effectiveness in different educational contexts.
- 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.
- Social construction of learning: analysis from the participants of an energy sustainability xMOOC(2022-10-19) Ramírez Montoya, María Soledad; Minga Vallejo, Ruth Elizabeth; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad de SalamancaThe social construction of learning constitutes an important frame of reference in the understanding of social learning processes that take place in groups, communities, networks, through innovative training offers such as Massive Open Online Courses (MOOC). Therefore, this study analyzed the social construction of learning from the perception of the participants of an xMOOC. Using the ex post facto method, two validated surveys (initial and final) with a Likert scale were applied to 217 participants to analyze three variables: participant profile, social construction of learning, and communication and interaction practices. The findings suggest participants with: a) an interest in aligning the training theme with their work and study interests; b) commitment to carry out activities from previous experience; c) satisfaction of needs regardless of the heterogeneity of the profile; d) an age that did not significantly influence the development of digital skills, but did influence the use of social networks for academic purposes. The differential value of this study includes the analysis and identification of potentialities and opportunities for the social construction of learning and communication and social interaction, practices that are decisive for the development of social learning.
- How Covid-19 has an impact on formal education: A collective international evaluation of open education in distance learning(14th annual International Conference of Education, Research and Innovation (ICERI2021), 2021-11-09) Stracke, Christian M.; Sharma, R.C.; Swiatek Cassafieres,Cecile; Burgos, Daniel; Bozkurt,Aras; Karakaya, Ozlem; Inamorato dos Santos, Andreia; Mason,Jonathan Charles; Nerantzi, Chrissi; Agbu, Jane-Frances Obiageli; Ossiannilsson, Ebba; Ramírez Montoya, María Soledad; Santos Hermosa, Gema; Shon, Jin Gon; Wan, Marian; Conole, Grainne; Farrow, Robert; https://ror.org/03ayjn504While causing unprecedented disruption worldwide, COVID-19 has also stimulated the mainstreaming of digital technologies in the delivery of formal education. For most key stakeholders – organisations, educators, and students – this has been a new and challenging experience and has been described in policy terms as ‘emergency remote education’. For many students, however, it has either exacerbated or marginalised their opportunity to access formal education. In probing this impact at a deeper level, an international collaboration involving the authors during 2020-2021 focused on reviewing contemporary practices and potentials of open education as a strategic and sustainable response. This paper highlights practices, case studies, and emerging issues from 13 diverse countries, to be globally representative, which include: Australia, Brazil, France, India, Mexico, the Netherlands, Nigeria, Spain, Sweden, South Korea, Taiwan, Turkey, and the United Kingdom. This collection of countries was selected based on researcher contexts and contributions. To date, findings indicate open education has demonstrable benefits for distance learning. More broadly, open educational practices are positioned to shape a ‘new normal’ that embraces ‘global citizenship’ while also being equitable and inclusive. Our aspirations are that such practices will lead to better formal education promoting and ensuring human rights, democracy, lifelong learning, safety, social justice, diversity, cultural sensitivity and inclusivity through strategic and long-term support by all stakeholders in both modes of educational delivery and access: face-to-face and distance learning.
- Educación abierta e inclusiva: Redes de formación e investigación WUN y UNESCO(2021-09) Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de MonterreyEstablecer vínculos para una educación abierta que apoye la equidad, la diversidad y la flexibilidad, en el marco de un proyecto que integra las visiones de la WUN y la UNESCO, con el fin de aportar soluciones para el aprendizaje permanente y el desarrollo sostenible.
- Open and Inclusive education: WUN and UNESCO Training and Research Networks(2021-09) Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de MonterreyThe OpenEd project brings together members of the WUN network and UNESCO/ICDE coordinators, united by the initiative to expand the potential of open education. It will expand collaborative networks with actors in formal, non-formal and informal education, in global interaction for the development of the regions.
