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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- 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.
- 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.
- 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.