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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- Generative artificial intelligence in higher education: a literature mapping perspective(IATED Digital Library, 2024-11-11) García López, Iván Miguel; Ramírez Montoya, María Soledad; Molina Espinosa, José Martín; https://ror.org/03ayjn504Generative Artificial Intelligence (GAI) opens intriguing possibilities for creating unique and innovative content. This systematic literature review (SLR) analysed the published evidence on GAI in higher education institutions from January 2018 to October 2023. Fourteen articles on the topic were identified in the Web of Science (WOS) and Scopus databases. We screened to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results identified (1) the characteristics of the publications, (2) methodological trends, and (3) the approaches implemented. The study aims to be of value to the academic community and developers of GAI initiatives
- Design and challenges of open large language model frameworks (Open LLM): a systematic literature mapping(IATED Digital Library, 2024-11-11) García López, Iván Miguel; Ramírez Montoya, María Soledad; Molina Espinosa, José Martín; https://ror.org/03ayjn504Analyzing the frameworks of open large language models (OLLM) is essential to understanding how the management of these artificial intelligence (AI) models can be regulated. This study aims to analyze the evidence published from 2019 to 2024 regarding OLLM frameworks that integrate AI. Systematic mapping was the method for reviewing 227 articles published in the Scopus and Web of Science (WoS) databases. Inclusion, exclusion, and quality criteria filtered the papers to obtain the maximum relevant information. The analysis and classification of articles related to open LLM frameworks and models yielded significant findings per our research questions. The challenges identified were a) improving customization and accuracy through open LLMs, b) latency and efficiency challenges, c) the importance of reliability and security, and d) complex operational management (LLMOps). This review provides a framework for identifying the topic's state of the art and current and emerging research trends.
- 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.
- Regulatory challenges and optimization strategies for open large language models: a multidimensional framework for efficient management(Springer Link, 2024-10-23) García López, Iván Miguel; Ramírez Montoya, María Soledad; Molina Espinosa, José Martín; https://ror.org/03ayjn504Innovations in artificial intelligence are rapidly transforming various in-dustries, particularly through the development and deployment of Open Large Language Models (OLLMs). However, the absence of a robust regula-tory framework presents significant challenges in ensuring the ethical, safe, and effective use of these models. This research aims to address this gap by proposing a comprehensive regulatory framework designed to optimize the scalability and performance of OLLMs, emphasizing the importance of structured pruning techniques. By integrating both quantitative and qualita-tive analyses, the study will assess the technical capabilities and societal implications of OLLMs, ultimately providing clear guidelines that promote responsible and sustainable innovation. The expected outcomes include the development of a governance model that balances the need for innovation with ethical considerations, offering a pathway for the regulation of OLLMs that supports their continued evolution while safeguarding public interests.
- 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.
- 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 thinking for understanding reality: qualitative analysis with intercultural expert dialogues(2024) Ramírez Montoya, María Soledad; Rodés Paragarino, Virginia; Wilberforce, Awotwe Tabbi; https://ror.org/03ayjn504; https://ror.org/0220mzb33; University of AlicanteThe prism of the complex thinking perspective highlights an approach that transforms a particular view into a holistic vision that contemplates the various realities comprising the phenomenon of study. Complex thinking integrates cognitive, contextual, and social elements. This study aimed to analyze the potential and challenges of a complex thinking educational model through expert intercultural dialogues to improve the development of complex thinking in different contexts. The qualitative method utilized semi-structured group interviews with high-level experts in complex thinking and education (exploring philosophical, theoretical, educational, and political dimensions). Thematic, sentiment, and co-occurrence network analyses were conducted. The findings revealed: (a) complex thinking and social justice are critical themes in educational discourse, (b) there is a positive sentiment toward theoretical advances but a critical view of political influences, (c) educational themes interconnect through holistic approaches, and (d) frequent use of terms related to education, complexity, and social justice underscores their centrality. The study is of value to high-ability trainers in academic, social, or business settings.
