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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- Movilizando las recomendaciones UNESCO 2019 y declaración de Dubái en educación y ciencia abierta(2025-01-20) Ramírez Montoya, María Soledad; Varoglu, Zeynep; EGADE Busciness School; Tecnológico de MonterreyConferencia para incentivar la reflexión para movilizar las Recomendaciones UNESCO 2019 y Declaración de Dubái en Educación y Ciencia Abierta.
- Estancia UNESCO Presentación del libro "Horizontes en el aprendizaje vinculado con el desarrollo sostenible. Nuevas vías en la era digital"(2025-01-20) Pacheco Velázquez, Ernesto Armando; Ramírez Montoya, María Soledad; Zavala Enríquez, Genaro; Martínez Arboleda, Antonio; Montoya Bayardo, Miguel Ángel; Tecnológico de Monterrey; IFE Tecnológico de MonterreyPresentación del libro "Nuevos horizontes en el aprendizaje vinculado con el desarrollo sostenible. Nuevas vías en la era digital" en la Estancia UNESCO 2025.
- Social entrepreneurship and complex thinking competencies with an open technology platform: a gender approach(2024-11-01) Ramírez Montoya, María Soledad; Vázquez Parra, José Carlos; Echaniz Barrondo, Arantza; https://ror.org/03ayjn504; https://ror.org/00ne6sr39In addition to specialized disciplinary training, cross-disciplinary skills are relevant to lifelong learning. One such skill is complex thinking, which involves integrating different reasoning to solve problems. To ensure that all students can achieve the same professional learning goals, in this paper, we present the results of an analysis of students’ perceived achievement of complex thinking competency through self-managed activities on an open education technology platform that diagnoses, develops, and evaluates social entrepreneurship competency. The research objective was to identify statistically significant gender differences in the two competencies (complex thinking and social entrepreneurship) in a group of students attending a technological university in Mexico. Methodologically, a multivariate descriptive analysis calculated arithmetic means and standard deviations, supplemented by boxplot and violin plot analyses and a scatter plot with lines of central tendency. In addition, a t-test analysis with a p-value of 90% was performed to identify the statistical significance of differences in the mean values by gender. The findings confirmed a statistically significant gender gap in the development and level attained in the students’ perceived achievement of both competencies (social entrepreneurship = 0.007 p-value; complex thinking = 0.068 p-value). Women showed the best results after using this technological platform. This study highlights the need to design technological tools for developing disciplinary and cross-disciplinary competencies from a gender perspective, to promote educational innovations that equitably ensure lifelong learning.
- Next-Gen information architecture: open STEAM platforms(2024-08) González Pérez, Laura Icela; Enciso Gonzalez, Juan Antonio; Lindín, Carles; Vicario Solórzano, Claudia Marina; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteSmart technologies in educational platforms need a new vision to organize attributes and characteristics that facilitate search and retrieval. This study reports the evaluation results of Open Educational Platforms (OEPs) in Science, Technology, Engineering, Arts, and Mathematics (STEAM). In a webinar, participants selected OEPs using a structured instrument provided during the session. The instrument includes a two-section rubric. The first section validates the obligatory metadata and adherence to an open license. The second quantitatively assesses the quality of the OEPs in seven dimensions. The questions guiding this research were: Which OEPs in STEAM aligned with the principles of open education scored the highest quality assessment, and in which dimensions? Which dimensions obtained the lowest means? 1) The highest-scoring STEAM OEPs were Khan Academy and GeoGebra, scoring highest in the dimensions "Smart Components," "Learner Support," and "Technical Support." 2) On average, the dimensions with the lowest scores were "Smart Components," "Learner Support," and "Technical Support." OEP developers should consider a new information architecture with metadata for demarcations that require new data sets for greater long-term scalability.
- Transforming logistics education by a virtual logistics simulation generator: UX pilot study(2024-06) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Pacheco Velázquez, Ernesto Armando; Ramírez Echeverri, Sergio Augusto; https://ror.org/03ayjn504; https://ror.org/03y3y9v44; IEEEIn the era of Industry 5.0 and the impact of the changes in the supply chain, educational institutions, SMEs, and the labor market are challenged by technological advancements. The "Simulations for Learning" (S4L) project responds to this challenge by introducing the Virtual Logistics, asimulation generator platform designed to transform logistics education through enhanced decision-making skills and customizable simulations. This tool allows students to design and adapt logistics networks, tailoring their educational experience to real-world logistics scenarios, and by doing so, creating simulation-based serious games. A pilot study was conducted with 249 students from eight universities across five Latin American countries to assess the usability of this simulation generator on logistics education. The study revealed significant findings: (a) the simulation generator provides learners with flexible and tailored educational experiences. (b) the Interface and Performance and Effectiveness aspects of the Virtual Logistics were highly rated, achieving an "Excellent" usability level; (c) however, Content Organization and Navigation were perceived as slightly less effective, receiving a "Good" usability rating and highlighting areas in need of improvement. These results demonstrate student’s satisfaction, and therefore, the transformative potential of simulation-based learning tools in logistics education. Virtual Logistics offers valuable guidance for educators, policymakers, and industry leaders, aligning educational tools with dynamic requirements, ensuring that future professionals are well-equipped to face the complexities of the modern logistics landscape.
- 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 AlicanteRapid 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.
- Teachers' perceived achievement on complex thinking competence: a multicultural study(2024) Ramírez Montoya, María Soledad; Alcántar Nieblas, Carolina; Saavedra López, Ana María; https://ror.org/03ayjn504; https://ror.org/01b4w2923; Instituto Politécnico de BraganzaTo achieve significant changes in education in the era of globalization, continuous teacher training is essential, supported by cultural and institutional policies and the commitment of the academic community. Incorporating complex thinking in higher education is crucial to developing teaching competencies that respond to the challenges of contemporary learning and the world’s changing dynamics. This study analyzed Latin American teachers’ perceived achievement of complex thinking subcompetencies (systemic, scientific, critical, and innovative thinking). It also explored the differences in these sub-competencies by teachers’ countries of origin and gender. Four-hundred fourteen upper secondary and higher education teachers from seven Latin American countries participated: Mexico, Guatemala, Peru, Ecuador, Colombia, Chile, and Brazil. Peru and Chile had the highest proportion of participants in the study. The findings show that the teachers positively perceived their ability to apply systems thinking; however, they considered themselves less competent in complex thinking. Teachers from Guatemala and Peru attained the highest scores in the four subcompetencies of complex thinking. Statistically significant differences between men and women existed in all the sub-competencies of complex thinking, with men attaining higher means than women. These findings have important implications for teacher training, curricular design, and educational policy. This study provides a comprehensive understanding of teachers’ complex thinking sub-competencies.
- 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 AlicanteThe 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.
- Technological and social entrepreneurship in higher education: a non-supervised algorithm for complex thinking profiling(2024) Ramírez Montoya, María Soledad; Álvarez Icaza Longoria, Inés; Escutia Gutiérrez, Raymundo; Tariq, Rasikh; Chaabi, Hasnaa; Casillas Muñoz, Fidel Antonio Guadalupe; https://ror.org/03ayjn504; University of AlicanteUnderstanding the impact of technological and social entrepreneurship education on students' critical thinking and innovation skills is crucial in adapting higher education to contemporary challenges. This study aimed to evaluate the effectiveness of a non-supervised algorithm for complex thinking profiling in strengthening these skills among university students. Using the eComplexity instrument, the study collected data from 1,071 participants in various disciplines, with pre-test and post-test evaluations. Clustering analysis was performed to identify response patterns, and the results were visualized using Principal Component Analysis (PCA). The key findings include: (a) Cluster 0 showed a significant decline in scientific and critical thinking skills, (b) Cluster 1 exhibited substantial improvement in critical and innovative thinking, (c) Cluster 2 demonstrated a decrease in scores despite initial high performance, and (d) differentiated instructional approaches are needed to address varied responses. The distinguishing value of this study lies in its implications for educational communities, societal development, and decision-makers, highlighting the need for tailored entrepreneurship education to promote sustainable innovation and societal progress.
- 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 AlicanteClearly, 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.
