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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- 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.
- 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.
- Co-teaching with humanoid robots to develop complex thinking: Appreciation of ICT usage in higher education students(2023-11) Suárez Brito, Paloma; López Caudana, Edgar Omar; Baena Rojas, José Jaime; https://ror.org/03ayjn504To efficiently develop 21st century skills in higher education contexts, various technologies have been used, including humanoid robots. In this work, the perception of the use of a humanoid robot as a tool within a virtual class to enhance complex thinking was evaluated in higher education students. Results showed that the experience was useful for the development of transversal competencies due to its innovative nature.
- Working on a gender perspective for entrepreneurship education: an exercise in educational innovation for complexity(2023-03-08) Alonso Galicia, Patricia Esther; Álvarez Icaza Longoria, Inés; Rodríguez Díaz, Mónica; Medina Vidal, Adriana; Suárez Brito, Paloma; INETD 2023The changes and unexpected phenomena that we had experience as a society demand solutions that allow effective decision making within complex scenarios. Entrepreneurial education should be understood as an effort to develop entrepreneurial skills and attitudes. It is therefore very important that educators, academics and decision makers in the higher education environment to adopt and inclusive perspective. The objective of this paper is to document an exercise in educational innovation design to initiate the work of approaching a complex environment that leads to consider a gender perspective in entrepreneurship education. Entrepreneurship education is associated with business creation, the development of job skills, increased self-confidence and, above all, the recognition of opportunities for the generation of new ventures (Tiberius, V & Weyland, 2022). Although it has been recognized that female entrepreneurs contribute to economic growth, wealth creation, innovation and employment, their economic participation, is limited by various structural barriers - economic, legal, social, cultural and educational (Wu et al., 2019 ). For a better understand of a gender perspective in the context of entrepreneurship education, it is necessary to incorporate concepts of diversity and equality (Orser & Elliot, 2022). Although the need for more inclusive education at all educational levels has been highlighted, one of the main challenges that organizations face when designing, delivering and evaluating educational courses is deciding the best paths to take actions (WEI, 2022). In this sense one of the educational innovations identified by Ramírez-Montoya and Lugo-Ocando, 2020, addresses the socio-cultural domain, which focuses on the socio-cultural environment in which the educational process takes place. Furthermore, these authors note the importance of approaching all educational innovations in a holistic and inclusive manner. The exercise presented in this paper focuses on a socio-cultural educational innovation, specifically a workshop that was designed and implemented within an entrepreneurship festival at the city of Queretaro, Mexico. The recipients of this workshop were designers, professors and students in entrepreneurship training programs. They were given a framework for reflection and learning about the gender perspective considering two aspects: first, towards the sensitization of an inclusive, equitable and diverse gender perspective that transforms the design of training programs and second, towards the establishment of a route to combat stereotypes and unconscious biases. Although this exercise has been brief and limited, we consider that we have achieved a step towards an understanding of the challenges involved in working with a gender perspective in entrepreneurship training. It is important to emphasize a couple of valuable discoveries, firstly the different profiles of the participants, from teachers, activists and students, which allowed us to capture the perspectives not only of the training decision makers, designers and evaluators, but also from the point of view of those who live and support the training process. Second, a reduced number of participants created an atmosphere of closeness and trust on the part of the attendees and a more direct guidance by the instructors.
- Competencia de razonamiento complejo: innovación con TICs, robótica social e inteligencia artificial en educación superior(2023-01) Castillo Martínez, Isolda Margarita; Baena Rojas, Jose Jaime; López Caudana, Edgar Omar; Suárez Brito, Paloma; Ramírez Montoya, María Soledad; Tecnológico de MonterreyLas TIC, Robótica Social (RS) e inteligencia artificial (IA) pueden ser de apoyo para desarrollar la competencia de razo- namiento para la complejidad. El objetivo de esta investigación fue analizar el impacto de dichos recursos tecnológicos mediante tres sesiones para conocer si contribuyen al desarrollo del razonamiento complejo. Se aplicó un método mixto con 34 estudiantes universitarios de México y España, mediante el cual se exploraron la percepción del nivel de dominio de razonamiento para la complejidad y la percepción de uso de las tecnologías implementadas. Los hallazgos muestran (a) Reafirmación sobre la utilidad de las TICs en los procesos de enseñanza, (b) Respuesta favorable al uso de RS en clases, lo que indica que puede apoyar los procesos de aprendizaje promovidos en contextos de educación superior (c) La IA puede transformar procesos de enseñanza-aprendizaje estandarizados en procesos constituidos por actividades diseñadas conforme a las características y necesidades de los estudiantes (d) Las TICs, RS e IA pueden favorecer el desarrollo de competencias transversales, incluyendo metacompetencias, en estudiantes universitarios. Este estudio pretende ser de valor para la comunidad académica e interesados en innovación educativa, desarrollo de competencias y aplicación de tecnologías.
- Conducta creativa: un abordaje desde las ciencias cognitivas(2022-10-04) Suárez Brito, Paloma; Instituto para el Futuro de la Educación, Tecnológico de Monterrey; Universidad del DesarrolloEl objetivo de esta charla fue definir el concepto de creatividad desde el enfoque de las ciencias cognitivas y la importancia de su estudio en la educación superior. Se realizó la construcción de una definición del término creatividad, un análisis estructurado de los elementos que la componen y se mencionó una aproximación para su medición. Con ello, se buscó impulsar tanto en la comunidad estudiantil como en la población en general un interés genuino sobre el tema desde un enfoque de la psicología científica y conocer sus implicaciones en la vida cotidiana.