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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- Competencies for sustainable development and open education: research in higher education(Springer Link, 2024-10-23) Montes Martínez, Ruth; Portugal Toro, Arlene; Tworek, Michael; Antón Ares, Paloma; Ramirez Montoya, María Soledad; https://ror.org/03ayjn504Transforming society to create a sustainable world requires structural changes in each person’s perceptions and actions. This research aimed to identify the sustainable development competencies possessed or evidenced by future primary education teachers, and the skills they must use and reuse to design resources and open educational practices for learning or educating about sustainable development. The study employed a mixed research method with a sample of 28 students with bachelor’s degree in Primary Education who participated in a learning experience focused on developing educational and social entrepreneurship projects with a vision of sustainable development. The students responded to a Likert scale questionnaire to self-evaluate their knowledge, skills, and attitudes regarding sustainable development and open education. The projects developed by the students were analyzed, and a focus group was held to learn their opinions regarding the experience and learning. The results show a significant change in the students regarding a) knowledge about sustainable development, b) skills and actions for open education, c) awareness about sustainable development, and d) values and actions focused on sustainable development.
- Decoding the enigma of a digital platform transfer: research-based design and complex thinking(Springer Link, 2024-10-23) Ramirez-Montoya, M.S., Aguaded, I., Tariq, R., Wilberforce, T., Martínez-Reyes, M. & Farias-Gaytan, S.; https://ror.org/03ayjn504Cracking the code of digital learning-environment transfer means unraveling the complexities of migrating educational content and practices across diverse digital ecosystems to achieve a future where learning is seamless, adaptive, and universally accessible. What are the primary enigmatic pieces to consider when transferring digital platforms? This work applied a research-based design method to the transfer of a digital platform developed in a research project in Mexico to a platform for a research project in England. It used didactic components of a complex thinking and computational thinking model, a digital transformation model for higher education institutions, and technological components with open resources. The data identified the critical pieces of (a) educational internationalization, (b) cultural localization, (c) technological interoperability, (d) learning analytics, (e) pedagogical innovation, and (f) financial and operational sustainability. This study enriches the decision-making process by fostering the exchange and transfer of knowledge between institutions. This study is of value to academic and research communities and developers interested in educational innovation processes.
- User experience measurement in a computational thinking platform: findings from implementation in Latin America(Springer Link, 2024-10-23) Tariq, R., Ramírez-Montoya, M.S., Casillas-Muñoz, F., Nasser, F. & Martínez-Reyes, M.; https://ror.org/03ayjn504Computational thinking has emerged as an essential skill for professional development in the 21st century. This study aimed to evaluate the effectiveness of the E4C&CT online education platform in fostering computational thinking and measuring user experience to enhance educational outcomes. A mixed-method approach utilized quantitative and qualitative instruments. The sample included 905 users from 18 public and private academic institutions in four countries. Research methods included surveys, questionnaires, and user feedback, analyzed using descriptive statistics and thematic analysis. The findings were that (a) the E4C&CT platform significantly improved users' computational thinking skills, with 90% of participants answering correctly on specialized content, (b) usability assessments indicated that 86% of users found the platform easy to navigate and intuitive, (c) user satisfaction metrics revealed that 90% of users agreed that the platform met their academic training expectations, and (d) emotional impact evaluations showed that 81% of users found the platform relevant and motivating, fostering critical thinking and problem-solving skills. This study provides valuable insights for educational communities, society, and decision-makers by spotlighting integrated user experience assessments of educational technologies, emphasizing the need for intuitive interface designs and engaging content to improve learning outcomes and prepare students for complex problem-solving in real-world contexts.
- Artificial intelligence and immersive technologies for entrepreneurial and complex thinking: addressing SDGs through education 4.0(Springer Link, 2024-10-23) Leiva-Lugo, L., Ramírez-Montoya, M.S., Álvarez-Icaza, & Miranda, J.; https://ror.org/03ayjn504Global society faces multifaceted challenges in various sectors, demanding innovative solutions that transcend traditional disciplinary boundaries. Addressing these complexities requires fostering interdisciplinary collaboration and holistic approaches. From a professional training perspective, it is crucial to equip future professionals with contemporary technical and technological competencies aligned with the demands of the 21st century and the competencies necessary to integrate high-performance interdisciplinary teams. This study investigates how entrepreneurial and complex thinking, Artificial Intelligence (AI), and immersive technologies can address the Sustainable Development Goals (SDGs) within the framework of Education 4.0. An integrative training model was designed and implemented in the "Techno-Entrepreneurship" workshop at the TecNM University, Zitácuaro Campus, with 20 students studying five different careers. The analysis included the evaluation of competencies through standardized templates and specific rubrics. The findings indicated a) significant improvement in critical thinking and problem-solving, b) increased interdisciplinary collaboration, c) more significant student commitment and motivation, and d) proposals for viable technological solutions aligned with the SDGs
- DIG-HE digital transformation model in higher education: an implementation model(Springer Link, 2024-10-23) Farías-Gaytán, S., Aguaded, I., Wilberforce, T., & Ramírez-Montoya, M.S.,; https://ror.org/03ayjn504Digital transformation has become a constant state for organisations, including higher education institutions. This research aimed to answer the following question: What digital transformation model components guide higher education decision-makers to the most relevant path to meet societal needs? The model's research-based design method had three phases: 1) context analysis (SLR and mapping), 2) analysis of higher education digital transformation experiences, and 3) a proposal for a higher education digital transformation model. The findings were: (a) a philosophical component comprising quality, equity, solidaritybased education, inclusive digital worldview, a culture of innovation and continuous improvement, and collective construction of digital knowledge; (b) a theoretical component supported by the theories of complexity and sustainability, management of educational change, educational innovation, and experiential learning; ( c) a policy component referring to digital participatory governance, digital ethics and privacy, open access and equity policies (Sustainable Development Goal 4 Quality education), cooperation, and strategic alliances to guide educational processes, and (d) an operational component integrating strategy, process, technology, people, implementation, and evaluation with inputs and outputs. The DIG-HE model is intended to be of value to academic communities and management interested in digital transformation initiatives.
- Serious games affordances in financial complex scenarios: an activity theory analysis(Springer Link, 2024-10-23) Ramirez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Morales Chan, Miguel Antonio; Cárdenas Rodríguez, Yiny Paola; https://ror.org/03ayjn504Serious Games in education are designed to foster learning and skills development through structured play, specifically targeting educational outcomes rather than entertainment. This study aims to identify the learning affordances of a Serious Game for enhancing financial literacy among university students within complex financial scenarios. This study aimed to identify the learning affordances of a serious game designed to enhance financial literacy among university students, particularly within complex financial scenarios. Utilizing a qualitative research design, data were collected through a combination of surveys with open-ended questions and learning analytics derived from the game. Activity Theory-based content analysis was conducted on responses from 143 university students at a private institution in Mexico, using QDA Miner 5. The findings from this study reveal: (a) a diversity of perceived learning gains across six financial domains—Budgeting, Savings, Credit and Debt, Retirement, Investments, and Other; (b) a significant emphasis on financial concepts and the management of minor expenses, highlighting the game’s focus on comprehensive money management skills; and (c) key game elements linked to learning gains included savings minigames, ant minigames, quizzes, tasks, and time constraints. These results underscore the potential of serious games in fostering a practical understanding of financial literacy, suggesting important implications for educational communities and decision-makers in designing and implementing more effective educational technologies.
- 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.
- 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.
