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.
- Towards sustainable futures: Validating an instrument for assessing sustainable development competence in open education(Proceedings of IMSCI 2024, 2024-09-10) Montes Martínez, Ruth; Ramirez Montoya, María Soledad; https://ror.org/03ayjn504Educating for sustainable development is important to ensure economic, environmental, and social well-being for present and future generations. The purpose of this paper is to share a tool to self-assess the competence of sustainable development in the framework of an open education that guarantees the development of timely actions. In the methodology for determining the validity and reliability of the instrument presented, validation by expert judgment was used to determine content validity; for construct validity, exploratory factor analysis and confirmatory factor analysis were considered. Five expert judges and 124 students of the bachelor’s degree in Elementary Education participated in the process. The results show a valid and reliable instrument that includes four dimensions: knowledge on sustainable development, skills and actions for open education, awareness on sustainable development, values, and actions for sustainable development. The instrument that was designed can be used in formal and informal educational contexts in which the objective is to contribute to education for sustainable development through open education.
- How Covid-19 has an impact on formal education: A collective international evaluation of open education in distance learning(14th annual International Conference of Education, Research and Innovation (ICERI2021), 2021-11-09) Stracke, Christian M.; Sharma, R.C.; Swiatek Cassafieres,Cecile; Burgos, Daniel; Bozkurt,Aras; Karakaya, Ozlem; Inamorato dos Santos, Andreia; Mason,Jonathan Charles; Nerantzi, Chrissi; Agbu, Jane-Frances Obiageli; Ossiannilsson, Ebba; Ramírez Montoya, María Soledad; Santos Hermosa, Gema; Shon, Jin Gon; Wan, Marian; Conole, Grainne; Farrow, Robert; https://ror.org/03ayjn504While causing unprecedented disruption worldwide, COVID-19 has also stimulated the mainstreaming of digital technologies in the delivery of formal education. For most key stakeholders – organisations, educators, and students – this has been a new and challenging experience and has been described in policy terms as ‘emergency remote education’. For many students, however, it has either exacerbated or marginalised their opportunity to access formal education. In probing this impact at a deeper level, an international collaboration involving the authors during 2020-2021 focused on reviewing contemporary practices and potentials of open education as a strategic and sustainable response. This paper highlights practices, case studies, and emerging issues from 13 diverse countries, to be globally representative, which include: Australia, Brazil, France, India, Mexico, the Netherlands, Nigeria, Spain, Sweden, South Korea, Taiwan, Turkey, and the United Kingdom. This collection of countries was selected based on researcher contexts and contributions. To date, findings indicate open education has demonstrable benefits for distance learning. More broadly, open educational practices are positioned to shape a ‘new normal’ that embraces ‘global citizenship’ while also being equitable and inclusive. Our aspirations are that such practices will lead to better formal education promoting and ensuring human rights, democracy, lifelong learning, safety, social justice, diversity, cultural sensitivity and inclusivity through strategic and long-term support by all stakeholders in both modes of educational delivery and access: face-to-face and distance learning.
- Educación abierta e inclusiva: Redes de formación e investigación WUN y UNESCO(2021-09) Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de MonterreyEstablecer vínculos para una educación abierta que apoye la equidad, la diversidad y la flexibilidad, en el marco de un proyecto que integra las visiones de la WUN y la UNESCO, con el fin de aportar soluciones para el aprendizaje permanente y el desarrollo sostenible.
- Open and Inclusive education: WUN and UNESCO Training and Research Networks(2021-09) Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; Instituto Tecnológico y de Estudios Superiores de MonterreyThe OpenEd project brings together members of the WUN network and UNESCO/ICDE coordinators, united by the initiative to expand the potential of open education. It will expand collaborative networks with actors in formal, non-formal and informal education, in global interaction for the development of the regions.
- Open Education and Open Science for our Global Society during and after the COVID-19 Outbreak(2020-11-16) Stracke, Christian M.; Bozkurt, Aras; Conole, Grainne; Nascimbeni, Fabio; Ossiannilsson, Ebba; Chander Sharma, Ramesh; Burgos, Daniel; Cangialosi, Karen; Fox, Glenda; Mason, Jon; Nerantzi, Chrissi; Obiageli Agbu, Jane-Frances; Santos-Hermosa, Gema; Sgouropoulou, Cleo; Gon Shon, Jin; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; ZenodoOpen Education and Open Science are global movements increasingly gaining interest and awareness since the COVID-19 outbreak. These two concepts, which can be traced back to the Middle Ages for Open Science and even earlier for Open Education, bear the potential to support our global society in particular during the current COVID-19 emergency and to build more open and global futures for science and education. Open Education is more a broad movement than a precise concept and discipline as shown by the key dimensions of Open Education that have been analysed and integrated into the OpenEd Quality Framework. Several studies revealed the constant changes in the understanding and implementations of Open Education through the centuries. Specific emphasis of Open Education is on the requirement and need to provide innovative pedagogical models and learning opportunities.
- Open Education LATAM(2019-12-12) Morales, MarcelaGeneralidades de historia y qué es el Open Education LATAM
