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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- Pedagogical strategies for teachers in mentoring gifted students in higher education institutions(2024-10-23) Quintero Gámez, Lorena Alicia; Sanabria Zepeda, Jorge Carlos; Tecnológico de Monterrey; Universidad de AlicanteAddressing the educational needs of gifted students in Mexico is increasingly important for harnessing their potential and fostering social and economic progress. Higher education in Mexico faces the challenge of providing inclusive and equitable education for all students, particularly for those with high abilities. Despite the potential for these students to contribute to social and economic development, there is a lack of consensus on the definition and identification of students with high abilities, leading to inadequate support and limited opportunities for their growth. This study aims to address the importance of recognizing and fostering the exceptional abilities of students with high abilities in areas such as science, technology, creativity, and leadership. By providing guidelines and strategies for identifying, understanding, and supporting these students, this research contributes to faculty training in higher education institutions. The results of the literature review underscore the need for differentiated and specialized educational approaches, including mentoring, to promote the holistic development of students with high abilities. By actively engaging in the development of these students, faculty can ensure that they reach their full potential and make meaningful contributions to society as future leaders and professionals.
- Simulations for learning in complex scenarios: students’ most valued elements(Springer Link, 2024-08-05) Pacheco Velázquez, Ernesto Armando; Rodés Paragarino, Virginia; https://ror.org/03ayjn504Game-based learning is an effective approach to developing learning skills, and simulations play a crucial role in the logistics field by providing realistic and hands-on training. This article presents the findings of a four-year study that investigated students’ experiences and perceptions of a Logistics Simulator, known as LOST, used in a logistics undergraduate course for engineering education in Mexico. LOST simulated supply chain operations and aimed to enhance the development of logistical concepts and complex skills. Qualitative data was collected through open-ended questions to assess students’ experiences with LOST, involving a total of 216 students across different course cohorts. The responses were analyzed using axial coding to identify the most valued elements of the game-based learning experience with the logistics simulator. The results indicate that students highly valued elements such as the Real World, Decision-Making, Theory in Practice, Learning, Knowledge, Complexity, Experimentation, and Strategies. These findings emphasize the transformative potential of game-based experiences with the simulator, offering innovative and engaging learning opportunities for educational communities, equipping students with crucial decision-making skills, and providing decision-makers with insights into the effectiveness of simulation-based approaches for enhancing learning outcomes and preparing individuals for real-world complex challenges.
- Lifelong learning and education 4.0 to strengthen the attraction of extramural research funding(Springer Link, 2024-08-05) Miranda Mendoza, Jhonattan; Kreiner Baumgartner, Isabel; Alvarez-Icaza Longoria, Inés; https://ror.org/03ayjn504This work presents the role of Education 4.0 in lifelong learning to strengthen the attraction of extramural research funding. This approach recognizes the need for continuous learning in academia and advocates for the lifelong learning of researchers during their mature careers. This work also addresses the challenges identified around lifelong learning for researchers and the existing challenges in training to attract extramural research funding to researchers. Also, it is shown how, by applying the enablers of Education 4.0, it is possible to enable smart learning environments (SLE), including products, processes, and infrastructure, to support the attraction of extramural research funding. Finally, the case study “Writing Successful Grant Proposal Lifelong Learning Program for Researchers” illustrates how new lifelong learning and tools strengthen the attraction of extramural research funding are emerging to strengthen the attraction of extramural research funding.
- Major trends in health-centered nursing professional education and complex thinking(Springer Link, 2024-08-05) Pacheco Velázquez, Ernesto Armando; Salinas Navarro, David; Carlos Arroyo, Martina; https://ror.org/03ayjn504The social distancing policies generated by the pandemic have forced a large majority of universities to modify or rethink the pedagogical models used in the classroom. The development of educational platforms, the use of simulators, virtual laboratories and the development of active methodologies focused on the student’s work have been the essential tools to create more efficient models in terms of teaching and generate greater student engagement. In the field of nursing and medicine, the pandemic has served to generate and consolidate good practices, as well as a change in the teaching paradigms that had traditionally been present in this branch of knowledge. This paper discusses the use of educational platforms, simulators, virtual reality and the technique of self-directed learning as part of the new trends used in the didactics of health careers from the perspective of complex thinking.
- The role of reflection in educational games. Developing skills for this new millennium(Springer Link, 2024-08-05) Pacheco Velázquez, Ernesto Armando; Glasserman Morales, Leonardo David; Ramírez Echeverri, Sergio; Carlos Arroyo, Martina; https://ror.org/03ayjn504The technological innovations that have emerged in the last decade have transformed the ways of working, living, and relating. We live in a world that presents greater uncertainty, with a higher level of complexity, and where the relationships between different variables are difficult to interpret. Today, organizations are looking for people who go beyond just processing information and following instructions. Organizations look for people who have the skills to search for information, establish hypotheses, and can gather evidence to test them. Consequently, universities must radically transform many of their processes, continuously update the contents of their academic programs, incorporate new technologies into their didactic processes, but above all, develop in their students those skills that allow them to quickly enter the labor market. Developing skills that allow graduates to direct their own learning is one of the fundamental tasks for universities. This article presents an empirical case where the use of serious games allows students to develop these types of skills. On the other hand, it establishes the importance of reflection as an important component that must be considered in the creation of games, and as a space to develop a greater awareness of student achievement.
- Enabling reusable educational resources for holistic citizen science impact: a complex thinking approach(2024) Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Olivo Montaño, Pamela Geraldine; Alfaro Ponce, Berenice; Tecnologico de Monterrey; https://ror.org/03ayjn504; Instituto Politécnico de BraganzaOpen Educational Resources on citizen science are advancing in parallel with Education 4.0. However, few are truly reusable and therefore do not achieve a comprehensive impact. Based on the Design Thinking methodology, enabled through the Action Research methodology, a model that will generate reusable Open Educational Resources on Citizen Science projects to communicate the essence of a citizen science project according to the particular needs of any audience taking into account its holistic impact based on framework of the threshold Typology for Citizen Science Projects (TCSP) through various multimedia formats. The findings were: (a) through continuous adaptation, OER in Citizen Science projects are a tool to reach a broader population, which can translate into educational achievements with greater impact (b) identifying specific criteria in citizen science projects will allow configuring OER that communicate more optimally to a target audience and (c) the search for tools to achieve broad reach for citizen science projects and thus, support the democratization of science can be solved from OER, which with continued adaptation, will surely evolve and mature, and lead to richer and more impactful educational outcomes for all. The implications of this study will allow the identification of various elements for the design of OER that can be adapted and reused based on the established objectives and a specific audience. This opens a window for other research that addresses the education of the future and its innovation for the implementation of the model proposed here.
- Mobile app prototype for citizen science:towards the development of complex thinking(2023-06-29) Sanabria Zepeda, Jorge Carlos; Molina Espinosa, José Martín; Artemova, Inna; Alfaro Ponce, Berenice; Tecnologico de Monterrey, Institute for the Future of Education / School of Architecture, Arts and Design (EAAD); https://ror.org/03ayjn504; Polytechnic University of PortoMobile technology applied to citizen science has helped renovate its meaning and educational impact. Numerous apps collect data, identify species, monitor the environment, and educate and disseminate science, which can impact citizens' engagement and complex thinking, among other aspects. However, developing citizen-science-related apps is not yet considered a priority or standard to address in the design stage. Therefore, we present a case study on developing a citizen science mobile app whose prototype was evaluated through the eight components of the Threshold for Citizen Science projects. We offer the results of an online focus group that answered trigger questions regarding the app's objective and the development of complex thinking. The results showed the limitations and strengths of the prototype, leading to a better consideration of the components of the Threshold for a more comprehensive impact on its subsequent development. By documenting this case study and the evaluation process, we intended to support other studies seeking to apply the Threshold to evaluate the impact of citizen-science mobile applications.
- 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.
- An educational ethnography of the development of complex thinking:students' point of view on theır self-perception of achıevement(2023) Medina Vidal, Adriana; Nerantzi, Chrissi; Alonso Galicia, Patricia Esther; Tecnológico de Monterrey; https://ror.org/03ayjn504; ISTES OrganizationThe United Nations 2030 Agenda for Sustainable Development and the Inner Development Goals argue that addressing the world's challenges in the 21st century requires people to develop diverse skills. On the one hand, anyone, regardless of age and educational level, can develop multifaceted, transdisciplinary, and integrated competencies to address these challenges. On the other hand, people must work on skills and qualities relevant to inner growth to contribute to a more sustainable global society. Latin America is one of the regions in the world with the lowest skills indexes. Developing complex thinking competency allows individuals to increase their ability to address problems and challenges in their environment, a necessary skill for any professional. However, little progress has been made in documenting pedagogical implementations that develop disciplinary and transversal competencies, such as complex thinking competency, and students' results in mastering this competency. The present contribution identifies the units of analysis for an educational ethnography focused on recording the complex dynamics of educational systems and the implications of a competency-based educational model and presents students' perceived achievement of complex thinking competency as measured by a validated instrument.
- Entrepreneurial decisions and problem-solving:a discussion for a new perspective based on complex thinking(2023) Alonso Galicia, Patricia Esther; Medina Vidal, Adriana; Grande, Simona; ISTES OrganizationThis work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs.