This page has only limited features, please log in for full access.

Unclaimed
María Soledad Ramírez Montoya
Tecnologico de Monterrey, Escuela de Humanidades y Educación, Departamento de Educación, Monterrey, México

Basic Info

Basic Info is private.

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

María Soledad Ramírez-Montoya is a senior researcher at the School of Humanities and Education at the Tecnológico de Monterrey (Mexico). She focuses her activities on the dynamization of education initiatives, with innovation, research and global sense, as a means of social transformation and impact for lifelong learning and sustainable development. As Chair of the UNESCO Chair: "Open Educational Movement for Latin America", mobilizes training, production and research initiatives for open education. As Chair of the International Council for Open of Distance Education (ICDE) "OER Latin America", she promotes activities with research teams to enrich access practices in distance education. In the academic activities, Dr. Ramirez-Montoya forms talent for education with emphasis on innovation, educational entrepreneurship and multidisciplinary research; she leads research groups establishing rich experiences for the generation of knowledge inspired by teamwork; coordinates actions for innovation, globalization and generates innovation and research initiatives with national and international networks.

Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Chapter
Published: 25 July 2021 in Radical Solutions for Digital Transformation in Latin American Universities
Reads 0
Downloads 0

Education in Latin America turned to the use of distance communication strategies in the scenario's face of health, social, and economic consequences resulting from the COVID-19 pandemic. This abrupt change meant reviewing a set of conditions that drastically affected quality teaching and education in the region. This chapter addresses the conditions that universities in Latin America countries must face in order to ensure that their students can develop quality knowledge through the conditions present in distance and hybrid models, and the efforts that must be concentrated on in teacher's training, in order to professionalize in a more innovative manner in the face of digital and remote teaching. The factors that universities at the region should consider in their models to address the relevance and encourage the development of activities to meet their objectives and those of the community in which they take part. In the same way, the metrics, indicators and data for the areas of opportunity and the analysis of information used for decision making will be reviewed, and the use of artificial intelligence, Internet of Things, big data, data analytics, cloud computing and the complement information and communication technologies required in the digital transformation of the universities in the Latin America region.

ACS Style

Amadeo-José Argüelles-Cruz; Francisco-José García-Peñalvo; María-Soledad Ramírez-Montoya. Education in Latin America: Toward the Digital Transformation in Universities. Radical Solutions for Digital Transformation in Latin American Universities 2021, 93 -108.

AMA Style

Amadeo-José Argüelles-Cruz, Francisco-José García-Peñalvo, María-Soledad Ramírez-Montoya. Education in Latin America: Toward the Digital Transformation in Universities. Radical Solutions for Digital Transformation in Latin American Universities. 2021; ():93-108.

Chicago/Turabian Style

Amadeo-José Argüelles-Cruz; Francisco-José García-Peñalvo; María-Soledad Ramírez-Montoya. 2021. "Education in Latin America: Toward the Digital Transformation in Universities." Radical Solutions for Digital Transformation in Latin American Universities , no. : 93-108.

Article
Published: 15 July 2021 in Education and Information Technologies
Reads 0
Downloads 0

The advancements of technology have allowed digital transformation to reach all productive sectors, including the education sector and its members. This transformation is linked to emerging technologies, the digitalization of processes and resources, and the demand for users to upgrade to the latest technological updates. This research aims to analyze digital transformation and media literacy publications that impact higher education. Its purpose is to identify the types of research and topics they address and explore the scope of digital transformation in higher education institutions. The systematic mapping method was used to analyze 298 articles published in two databases, Scopus and Web of Science (WoS). Inclusion and exclusion criteria were applied to select the articles that could be included in this research. The results show that the largest proportion of articles were found in Scopus, and used both qualitative and quantitative empirical research methods, followed by theoretical-conceptual methods and, to a lesser extent, mixed methods. Likewise, the publications originated in five continents, and the Journal of Adolescent and Adult Literacy had the largest number of publications, with 14. Forty-two percent of the studies were classified in the strategy category, with the most mentioned topic being digital pedagogies. This research provides a perspective on digital transformation studies in higher education institutions and their internalization approaches. This research may be of value to trainers, students, decision-makers, and researchers interested in transformation, educommunication, and educational innovation.

ACS Style

Silvia Farias-Gaytan; Ignacio Aguaded; Maria-Soledad Ramirez-Montoya. Transformation and digital literacy: Systematic literature mapping. Education and Information Technologies 2021, 1 -21.

AMA Style

Silvia Farias-Gaytan, Ignacio Aguaded, Maria-Soledad Ramirez-Montoya. Transformation and digital literacy: Systematic literature mapping. Education and Information Technologies. 2021; ():1-21.

Chicago/Turabian Style

Silvia Farias-Gaytan; Ignacio Aguaded; Maria-Soledad Ramirez-Montoya. 2021. "Transformation and digital literacy: Systematic literature mapping." Education and Information Technologies , no. : 1-21.

Journal article
Published: 29 June 2021 in Sustainability
Reads 0
Downloads 0

Scientific and technological developments bring new requirements for university education and, particularly, the training of education professionals. There is a regular need to update curricula to integrate market trends and educational approaches. It is necessary to know future trends in education and teaching programs. Our research in a higher education institution in Ecuador focused on providing perspectives on the future of educational programs by analyzing trends in educational programs’ designs, students and professors’ needs for innovative education. We used the descriptive/exploratory case study method, employing quantitative surveys and qualitative interviews, focus groups and benchmarking as instruments. The surveys were applied to 337 current students, 384 potential students and 313 graduates of Educational Sciences. We conducted interviews with 20 experts from Mexico, Spain, Colombia and Ecuador. We held focus groups with 32 education professionals, including rectors, principals, educational specialists and primary, secondary and university teachers. Benchmarking was used in our analysis of ten universities. The results focused on five elements that were units of analysis (1) characteristics of education programs, (2) student requirements, (3) required educational modalities, (4) trends in education and (5) future of education programs. The data and results may be of interest to decision-makers, academicians, researchers, students and citizens interested in professional education and other disciplinary areas.

ACS Style

María Ramírez-Montoya; Lucy Andrade-Vargas; Diana Rivera-Rogel; May Portuguez-Castro. Trends for the Future of Education Programs for Professional Development. Sustainability 2021, 13, 7244 .

AMA Style

María Ramírez-Montoya, Lucy Andrade-Vargas, Diana Rivera-Rogel, May Portuguez-Castro. Trends for the Future of Education Programs for Professional Development. Sustainability. 2021; 13 (13):7244.

Chicago/Turabian Style

María Ramírez-Montoya; Lucy Andrade-Vargas; Diana Rivera-Rogel; May Portuguez-Castro. 2021. "Trends for the Future of Education Programs for Professional Development." Sustainability 13, no. 13: 7244.

Review
Published: 09 June 2021 in Studies in Educational Evaluation
Reads 0
Downloads 0

This article presents a systematic review of the literature to identify core practices, teaching strategies and assessment processes used or under development in practice-based teacher education programs. It addresses diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’ learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates progress in constructing common frameworks that support pre-service teachers’ training.

ACS Style

Kiomi Matsumoto-Royo; María Soledad Ramírez-Montoya. Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation 2021, 70, 101047 .

AMA Style

Kiomi Matsumoto-Royo, María Soledad Ramírez-Montoya. Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation. 2021; 70 ():101047.

Chicago/Turabian Style

Kiomi Matsumoto-Royo; María Soledad Ramírez-Montoya. 2021. "Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process." Studies in Educational Evaluation 70, no. : 101047.

Journal article
Published: 21 May 2021 in Sustainability
Reads 0
Downloads 0

Nowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0.

ACS Style

Hugo López; Pedro Ponce; Arturo Molina; María Ramírez-Montoya; Edgar Lopez-Caudana. Design Framework Based on TEC21 Educational Model and Education 4.0 Implemented in a Capstone Project: A Case Study of an Electric Vehicle Suspension System. Sustainability 2021, 13, 5768 .

AMA Style

Hugo López, Pedro Ponce, Arturo Molina, María Ramírez-Montoya, Edgar Lopez-Caudana. Design Framework Based on TEC21 Educational Model and Education 4.0 Implemented in a Capstone Project: A Case Study of an Electric Vehicle Suspension System. Sustainability. 2021; 13 (11):5768.

Chicago/Turabian Style

Hugo López; Pedro Ponce; Arturo Molina; María Ramírez-Montoya; Edgar Lopez-Caudana. 2021. "Design Framework Based on TEC21 Educational Model and Education 4.0 Implemented in a Capstone Project: A Case Study of an Electric Vehicle Suspension System." Sustainability 13, no. 11: 5768.

Journal article
Published: 18 May 2021 in Texto Livre: Linguagem e Tecnologia
Reads 0
Downloads 0

A lo largo de la historia se ha demostrado que el conocimiento ha sido un bien preciado para el crecimiento personal, profesional y para el desarrollo científico y social. En época de crisis, como el COVID 19, estos bienes reflejan un motor para el desarrollo sostenible. El objetivo del presente artículo es aportar datos de estudiantes y egresados que cursan y han cursado posgrados de Humanidades y Educación, en ambientes presenciales y a distancia, que den cuenta de sus motivaciones, los conocimientos y las competencias necesarias que les permitan ser actores protagónicos y ser generadores de los cambios en la sociedad. El artículo se focalizó en la aplicación de diversos instrumentos para obtener “las voces” de 454 estudiantes y egresados, con cuestionarios que recogieron las motivaciones y percepciones que los encuestados tenían de los programas. Los datos dieron cuenta que se requieren conocimientos que atiendan las dinámicas de las problemáticas y transformaciones de los ambientes de trabajo, así como el desarrollo de competencias relacionadas con la investigación, la innovación y las tecnologías. Se concluye que, en la formación, se hace imprescindible la vinculación constante con diversos sectores de la sociedad, en un trabajo multidisciplinar, interinstitucional y solidario. Este estudio puede ser de valor para profesores, investigadores, diseñadores, emprendedores, tecnólogos, directivos y tomadores de decisiones, interesados en promover ambientes formativos que apoyen el desarrollo sostenible de capacidades científicas, tecnológicas y de innovación que posibiliten un impacto en las transformaciones sociales.

ACS Style

Maria Soledad Ramírez-Montoya. Obsolescencia del conocimiento vs formación para el desarrollo sostenible. Texto Livre: Linguagem e Tecnologia 2021, 14, e33840 -e33840.

AMA Style

Maria Soledad Ramírez-Montoya. Obsolescencia del conocimiento vs formación para el desarrollo sostenible. Texto Livre: Linguagem e Tecnologia. 2021; 14 (2):e33840-e33840.

Chicago/Turabian Style

Maria Soledad Ramírez-Montoya. 2021. "Obsolescencia del conocimiento vs formación para el desarrollo sostenible." Texto Livre: Linguagem e Tecnologia 14, no. 2: e33840-e33840.

Journal article
Published: 11 May 2021 in Estudios sobre Educación
Reads 0
Downloads 0

El objetivo del estudio fue diseñar y validar un cuestionario para recoger información respecto de las oportunidades que brindan los programas de formación inicial docente de aproximarse a la práctica pedagógica, de desarrollar habilidades de procesamiento metacognitivo y de adoptar el lifelong learning. El instrumento fue diseñado conforme a la literatura y validado usando el método Delphi. Fue aplicado en una muestra de 198 estudiantes de Pedagogía. Luego de ajustes en función de los resultados de un análisis factorial confirmatorio, se obtuvo una versión de alta validez y confiabilidad. El cuestionario está organizado en tres dimensiones y 24 reactivos y permite estudiar desde la perspectiva de los estudiantes las acciones de los programas de formación docente, constituyendo un marco referencial para orientar las decisiones de ajuste e innovación en este ámbito de formación.

ACS Style

Kiomi Matsumoto-Royo; María-Soledad Ramírez-Montoya; Paulette Conget. Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente. Estudios sobre Educación 2021, 1 .

AMA Style

Kiomi Matsumoto-Royo, María-Soledad Ramírez-Montoya, Paulette Conget. Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente. Estudios sobre Educación. 2021; ():1.

Chicago/Turabian Style

Kiomi Matsumoto-Royo; María-Soledad Ramírez-Montoya; Paulette Conget. 2021. "Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente." Estudios sobre Educación , no. : 1.

Journal article
Published: 01 April 2021 in Future Internet
Reads 0
Downloads 0

The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

ACS Style

María Ramírez-Montoya; María Loaiza-Aguirre; Alexandra Zúñiga-Ojeda; May Portuguez-Castro. Characterization of the Teaching Profile within the Framework of Education 4.0. Future Internet 2021, 13, 91 .

AMA Style

María Ramírez-Montoya, María Loaiza-Aguirre, Alexandra Zúñiga-Ojeda, May Portuguez-Castro. Characterization of the Teaching Profile within the Framework of Education 4.0. Future Internet. 2021; 13 (4):91.

Chicago/Turabian Style

María Ramírez-Montoya; María Loaiza-Aguirre; Alexandra Zúñiga-Ojeda; May Portuguez-Castro. 2021. "Characterization of the Teaching Profile within the Framework of Education 4.0." Future Internet 13, no. 4: 91.

Journal article
Published: 15 March 2021 in El Profesional de la información
Reads 0
Downloads 0

Digital competencies are one of the main transversal competencies of the XXI century. By means of systematic mapping, international published papers and research on digital skills training were critically evaluated, generating a process that helps us to recognize information about health professionals and the type of educational technology used in training. With this in mind, we employed the systematic mapping method using the WoS and Scopus databases between 2015 and 2019 in English and Spanish, specifically focused on research articles. The five competencies of the European Framework of Digital Competence were used to analyze the articles, and the works were classified according to the educational technology used. Inclusion, exclusion, and quality criteria were applied. Two hundred and forty-eight articles were selected for the study. Most focused on the information literacy dimension (168) and used digital educational technology. In total, 27 papers were concerned with competence in communication, 19 with safety, and 12 with problem-solving. Only 8% of the papers were conducted in the context of health institutions, and 68% were based in an academic context. Articles related to the social field were found that dealt with aspects directly linked to health and safety. The publications on digital competencies used in the field of health mostly addressed the dimension of information competence, with a focus on the design and implementation of training activities in the management of information sources, instructional standards, curriculum design, and the competencies of the health librarian as an instructor.

ACS Style

Antonia-María Fernández-Luque; María-Soledad Ramírez-Montoya; José-Antonio Cordón-García. Training in digital competencies for health professionals: systematic mapping (2015-2019). El Profesional de la información 2021, 30, 1 .

AMA Style

Antonia-María Fernández-Luque, María-Soledad Ramírez-Montoya, José-Antonio Cordón-García. Training in digital competencies for health professionals: systematic mapping (2015-2019). El Profesional de la información. 2021; 30 (2):1.

Chicago/Turabian Style

Antonia-María Fernández-Luque; María-Soledad Ramírez-Montoya; José-Antonio Cordón-García. 2021. "Training in digital competencies for health professionals: systematic mapping (2015-2019)." El Profesional de la información 30, no. 2: 1.

Original research article
Published: 25 February 2021 in Frontiers in Psychology
Reads 0
Downloads 0

Advances in technology, research development, and teaching practices have brought improvements in the training, levels of autonomy, and quality of life of people who need support and resources appropriate to their circumstances of disability. This article focuses on empirically analyzing the usefulness of treatments that have been supported by technology to answer the question “How do technological ecosystems being used help people with special educational needs?” The multiple case study methodology was used to address six categories of analysis: project data, objectives, processes, outputs and outcomes, technologies, and impact. The processes, open in communication, were characterized as transversal, ethical, and sustainable. The results yielded various technological ecosystems that support people with disabilities, deliver the help they need to improve their health, and provide enjoyable user experiences. At the same time, they promote the training and improvement of teaching methodologies and involve families in order to improve their knowledge, attitudes, and care of children, young people, and adults with functional diversity.

ACS Style

Maria Soledad Ramirez-Montoya; Paloma Anton-Ares; Javier Monzon-Gonzalez. Technological Ecosystems That Support People With Disabilities: Multiple Case Studies. Frontiers in Psychology 2021, 12, 1 .

AMA Style

Maria Soledad Ramirez-Montoya, Paloma Anton-Ares, Javier Monzon-Gonzalez. Technological Ecosystems That Support People With Disabilities: Multiple Case Studies. Frontiers in Psychology. 2021; 12 ():1.

Chicago/Turabian Style

Maria Soledad Ramirez-Montoya; Paloma Anton-Ares; Javier Monzon-Gonzalez. 2021. "Technological Ecosystems That Support People With Disabilities: Multiple Case Studies." Frontiers in Psychology 12, no. : 1.

Original paper
Published: 20 January 2021 in Sexuality & Culture
Reads 0
Downloads 0

The practice of sexting is a phenomenon that has been growing in recent times due to the use of technology and the advance of mobile devices. This practice can have negative consequences for young people who practice it without knowing the risk involved. The main objectives of this paper were to analyze sexting behavior in Mexican and Spanish university students, and to determine the possible sociodemographic factors that influence sexting practice in order to generate explanatory models. A cross-sectional study design was adopted by applying an online survey to a sample of 781 university students. The students belonged to two different institutions, 394 from a Mexican university and 387 from a Spanish university. The results indicated that the practice of sexting was higher in Spanish university students and there were significant differences between the two populations. Furthermore, the model generated on sexting indicated that the country, gender, sexual orientation and use of dating applications were possible predictors of this phenomenon. At the same time, the practice of sexting had a possible influence on students’ levels of depression and stress. Finally, the data and findings obtained showed relevant data on the practice of sexting in Mexican and Spanish students and on the sociodemographic factors that can be influential.

ACS Style

Abel García-González; José-María Romero-Rodríguez; María-Soledad Ramírez-Montoya; Inmaculada Aznar-Díaz. The Phenomenon of Sexting Among Mexican and Spanish University Students: A Multigroup Model. Sexuality & Culture 2021, 25, 939 -959.

AMA Style

Abel García-González, José-María Romero-Rodríguez, María-Soledad Ramírez-Montoya, Inmaculada Aznar-Díaz. The Phenomenon of Sexting Among Mexican and Spanish University Students: A Multigroup Model. Sexuality & Culture. 2021; 25 (3):939-959.

Chicago/Turabian Style

Abel García-González; José-María Romero-Rodríguez; María-Soledad Ramírez-Montoya; Inmaculada Aznar-Díaz. 2021. "The Phenomenon of Sexting Among Mexican and Spanish University Students: A Multigroup Model." Sexuality & Culture 25, no. 3: 939-959.

Chapter
Published: 01 January 2021 in Advances in Human and Social Aspects of Technology
Reads 0
Downloads 0

Encouraging the creation of new products, methods, and services of value for social impact involves processes of educational innovation. This chapter aims to analyse different types of innovation in two scenarios of graduate classes aimed at innovation and entrepreneurship. The question that guided the study was: What kind of educational innovation do students perceive as principal in graduate courses that integrate virtual reality? The method used was based on the analysis of two groups of graduate students participating in a class that integrated virtual reality and the strategy of horizons architecture. Through these observations, the authors analysed the perception of educational innovation by students who had the task of building innovative entrepreneurial projects to contribute to the objectives of sustainable development (ODS). The results show the types of educational innovation, the link with the strategy of architecture of horizons, and with the use of virtual reality in distance scenarios.

ACS Style

Maria Soledad Ramirez-Montoya; Guillermo Rodríguez-Abitia; Sandra Martínez-Pérez; Edgar Omar Lopez Caudana. Virtual Reality With Horizons Architecture for Educational Innovation. Advances in Human and Social Aspects of Technology 2021, 203 -222.

AMA Style

Maria Soledad Ramirez-Montoya, Guillermo Rodríguez-Abitia, Sandra Martínez-Pérez, Edgar Omar Lopez Caudana. Virtual Reality With Horizons Architecture for Educational Innovation. Advances in Human and Social Aspects of Technology. 2021; ():203-222.

Chicago/Turabian Style

Maria Soledad Ramirez-Montoya; Guillermo Rodríguez-Abitia; Sandra Martínez-Pérez; Edgar Omar Lopez Caudana. 2021. "Virtual Reality With Horizons Architecture for Educational Innovation." Advances in Human and Social Aspects of Technology , no. : 203-222.

Journal article
Published: 04 December 2020 in Mathematics
Reads 0
Downloads 0

The use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an effective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote effective active math learning with robotic support?” Interventions at different educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an effective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.

ACS Style

Edgar Lopez-Caudana; Maria Soledad Ramirez-Montoya; Sandra Martínez-Pérez; Guillermo Rodríguez-Abitia. Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study. Mathematics 2020, 8, 2163 .

AMA Style

Edgar Lopez-Caudana, Maria Soledad Ramirez-Montoya, Sandra Martínez-Pérez, Guillermo Rodríguez-Abitia. Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study. Mathematics. 2020; 8 (12):2163.

Chicago/Turabian Style

Edgar Lopez-Caudana; Maria Soledad Ramirez-Montoya; Sandra Martínez-Pérez; Guillermo Rodríguez-Abitia. 2020. "Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study." Mathematics 8, no. 12: 2163.

Journal article
Published: 31 October 2020 in Sustainability
Reads 0
Downloads 0

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

ACS Style

Guillermo Rodríguez-Abitia; Sandra Martínez-Pérez; Maria Ramirez-Montoya; Edgar Lopez-Caudana. Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain. Sustainability 2020, 12, 9069 .

AMA Style

Guillermo Rodríguez-Abitia, Sandra Martínez-Pérez, Maria Ramirez-Montoya, Edgar Lopez-Caudana. Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain. Sustainability. 2020; 12 (21):9069.

Chicago/Turabian Style

Guillermo Rodríguez-Abitia; Sandra Martínez-Pérez; Maria Ramirez-Montoya; Edgar Lopez-Caudana. 2020. "Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain." Sustainability 12, no. 21: 9069.

Journal article
Published: 05 October 2020 in REVESCO. Revista de Estudios Cooperativos
Reads 0
Downloads 0

La educación del futuro capital humano dentro de la educación superior resalta la necesidad de formar agentes de cambio, con una serie de competencias que les permitan identificar problemas, proponer y ejecutar soluciones sostenibles y bajo principios éticos. En este contexto el emprendimiento social sobresale como una competencia estratégica que empiezan a incorporar las instituciones de educación en su currículo. El objetivo de este estudio fue validar la construcción de un instrumento de valoración de la competencia de emprendimiento social a partir de la revisión de literatura, juicio de expertos y análisis factorial. El proceso que se siguió corresponde a una revisión de literatura respecto a la operacionalización de la variable e instrumentos de medición relacionados, validación de contenido por juicio de ocho expertos, y validación por análisis factorial y consistencia interna del instrumento, mediante la prueba empírica con estudiantes de diversas disciplinas del nivel superior (n=98) dentro de una universidad privada de México. El proceso de validación indicó la operacionalización de la competencia en cinco dimensiones, con una consistencia interna adecuada y un buen ajuste en el modelo de análisis factorial confirmatorio. Generando un instrumento aplicable en contextos universitarios y de formación de emprendedores sociales.

ACS Style

Abel García-González; María Soledad Ramírez-Montoya; Guadalupe De León; Salma Aragón. El emprendimiento social como una competencia transversal: construcción y validación de un instrumento de valoración en el contexto universitario. REVESCO. Revista de Estudios Cooperativos 2020, 136, e71862 -e71862.

AMA Style

Abel García-González, María Soledad Ramírez-Montoya, Guadalupe De León, Salma Aragón. El emprendimiento social como una competencia transversal: construcción y validación de un instrumento de valoración en el contexto universitario. REVESCO. Revista de Estudios Cooperativos. 2020; 136 ():e71862-e71862.

Chicago/Turabian Style

Abel García-González; María Soledad Ramírez-Montoya; Guadalupe De León; Salma Aragón. 2020. "El emprendimiento social como una competencia transversal: construcción y validación de un instrumento de valoración en el contexto universitario." REVESCO. Revista de Estudios Cooperativos 136, no. : e71862-e71862.

Review
Published: 01 October 2020 in Comunicar
Reads 0
Downloads 0

In the field of education research, mixed methods have traditionally referred to the combination of quantitative and qualitative data that brings us closer to ‘reality’. However, recent literature on social and educational studies has increasingly incorporated works that integrate digital technologies and mixed methods. This novelty provides an opportunity to re-examine original contributions in the field, particularly in relation to educational innovation. Therefore, the objective of this article is to analyze the characteristics and the trends of new contributions from researchers in education. To achieve this, we carried out a systematic literature review (SLR) of 311 articles published from January 2010 to January 2020 in the Web of Science (WoS) and Scopus databases. We worked with nine questions that explored three key themes: characteristics, technologies and designs within the realm of educational innovation. The validation for this analysis was achieved using a criterion adopted by scholars at York University, which incorporates: inclusion and exclusion, relevance and description of data, as well as peer review in the analysis. Our findings indicate that networks of co-terms, identification of educational innovations and the types of designs -currently applied in educational innovation- as well as the adoption of a mixed-method approach seem to be much better suited to underpin the required combination of strategies and processes that are interwoven in order to address the complexity of the education phenomenon in our times. En el ámbito de la investigación, los métodos mixtos usan combinadamente datos cuantitativos y cualitativos para un acercamiento con la «realidad». En la literatura reciente de los estudios sociales y educativos, se ubica un crecimiento de publicaciones que integran tecnologías digitales y métodos mixtos y, con ello, se presenta la oportunidad de generar un aporte original de posibilidades para investigar la innovación educativa. El objetivo de este artículo fue analizar las características de estos estudios y las tendencias de nuevas contribuciones para la educación. Para lograrlo se realizó una revisión sistemática de literatura (SLR) de 311 artículos publicados, de enero 2010 a enero 2020, en las bases de datos Web of Science (WoS) y Scopus. Se trabajó con nueve preguntas que exploraron tres temas: características, tecnologías y diseños con líneas de innovación educativa. La validación se dio con los criterios de la Universidad de York: inclusión y exclusión, pertinencia y descripción de datos, así como evaluación de pares en el análisis. Los hallazgos dan cuenta de redes de co-términos, identificación de innovaciones educativas y tipos de diseños que están siendo trabajados en líneas de investigación de innovación educativa. Se concluye que el enfoque de métodos mixtos aporta con una combinación interceptadas de estrategias y procesos para abordar la complejidad del fenómeno de la educación, con compresión holística, interdisciplinar y cambio en la forma de hacer investigación en nuestros tiempos.

ACS Style

María-Soledad Ramírez-Montoya; Jairo Lugo-Ocando. Systematic review of mixed methods in the framework of educational innovation. Comunicar 2020, 28, 9 -20.

AMA Style

María-Soledad Ramírez-Montoya, Jairo Lugo-Ocando. Systematic review of mixed methods in the framework of educational innovation. Comunicar. 2020; 28 (65):9-20.

Chicago/Turabian Style

María-Soledad Ramírez-Montoya; Jairo Lugo-Ocando. 2020. "Systematic review of mixed methods in the framework of educational innovation." Comunicar 28, no. 65: 9-20.

Research article
Published: 26 September 2020 in Journal of Social Entrepreneurship
Reads 0
Downloads 0

Social entrepreneurship is a necessary competency in higher education; however, research in this area is in its early stages. This study sought to evaluate social entrepreneurship competency and identify the factors and educational processes that promote its development. The research consisted of mixed method. The tools included a questionnaire, interviews with professors, and a focus group with students. The questionnaire did not show variation by disciplinary area, semester grade, or previous experience. The interviews and the focus group led to an analysis that described the development of the SEC as a continuous learning process around the validation of the social enterprise.

ACS Style

Abel García-González; María Soledad Ramírez-Montoya. Social Entrepreneurship Competency in Higher Education: An Analysis Using Mixed Methods. Journal of Social Entrepreneurship 2020, 1 -19.

AMA Style

Abel García-González, María Soledad Ramírez-Montoya. Social Entrepreneurship Competency in Higher Education: An Analysis Using Mixed Methods. Journal of Social Entrepreneurship. 2020; ():1-19.

Chicago/Turabian Style

Abel García-González; María Soledad Ramírez-Montoya. 2020. "Social Entrepreneurship Competency in Higher Education: An Analysis Using Mixed Methods." Journal of Social Entrepreneurship , no. : 1-19.

Original paper
Published: 23 September 2020 in International Journal on Interactive Design and Manufacturing (IJIDeM)
Reads 0
Downloads 0

Gamification is an innovative educational strategy that uses elements of games for educational purposes, including the completion of appealing challenges to increase student levels of engagement and learning. The objective of this research is to assess the effects of gamification as a teaching method used in a Massive Open Online Course (MOOC) about clean and conventional energy. This research is part of the project “Laboratorio Binacional para la Gestión Inteligente de la Sustentabilidad Energética y la Formación Tecnológica” [Binational Laboratory for the Intelligent Management of Sustainable Energy and Technological Formation]. A total of 4819 participants enrolled in the course, 621 passed the course, and 647 completed the gamified challenge. Results show the impact of gamification on the cognitive, social, and emotional dimensions, where more than 90% of the participants agreed about feeling more motivated and challenged than when using traditional teaching methods. Therefore, the use of this methodology in online teaching could be very impactful in personalizing and enhancing the learning opportunities of massive, open online courses.

ACS Style

Elvira G. Rincón-Flores; Juanjo Mena; María Soledad Ramírez Montoya. Gamification: a new key for enhancing engagement in MOOCs on energy? International Journal on Interactive Design and Manufacturing (IJIDeM) 2020, 14, 1379 -1393.

AMA Style

Elvira G. Rincón-Flores, Juanjo Mena, María Soledad Ramírez Montoya. Gamification: a new key for enhancing engagement in MOOCs on energy? International Journal on Interactive Design and Manufacturing (IJIDeM). 2020; 14 (4):1379-1393.

Chicago/Turabian Style

Elvira G. Rincón-Flores; Juanjo Mena; María Soledad Ramírez Montoya. 2020. "Gamification: a new key for enhancing engagement in MOOCs on energy?" International Journal on Interactive Design and Manufacturing (IJIDeM) 14, no. 4: 1379-1393.

Review article
Published: 17 September 2020 in Interactive Learning Environments
Reads 0
Downloads 0

Digital footprints (DF) offer relevant information about educational activities and processes related to strategies of academic assessment, identification of skills and psychological traits of students, and permanence and dropout trends, etc. This study analyzes scientific evidence on the use of DF in education, and shows the results of a systematic mapping of literature carried out based on the analysis of documents published in the last fifteen years (2005–2019) in two databases: Scopus and Web of Science (WoS). Findings reveal that educational research on DF is focused on learning analytics, the study of digital presence and psychometric modeling. Likewise, the article reports on the scarce investigation of DF in Massive Open Online Courses (MOOCs) environments and highlights the multiple meanings of DF as an action and as a service, beyond the generalized conception of data. These findings suggest the importance of preparing educational institutions to implement DF use and management practices in order to favor processes that range from DF curation, to cognitive evaluation, digital equity, prediction of school success and/or failure, etc. Hence, DF meanings (data, action and service) could aid to generate proper administration and policy-making actions, placed at the service of all students and their educational communities.

ACS Style

Mauricio Esteban Buitrago-Ropero; María Soledad Ramírez-Montoya; Andrés Chiappe LaVerde. Digital footprints (2005–2019): a systematic mapping of studies in education. Interactive Learning Environments 2020, 1 -14.

AMA Style

Mauricio Esteban Buitrago-Ropero, María Soledad Ramírez-Montoya, Andrés Chiappe LaVerde. Digital footprints (2005–2019): a systematic mapping of studies in education. Interactive Learning Environments. 2020; ():1-14.

Chicago/Turabian Style

Mauricio Esteban Buitrago-Ropero; María Soledad Ramírez-Montoya; Andrés Chiappe LaVerde. 2020. "Digital footprints (2005–2019): a systematic mapping of studies in education." Interactive Learning Environments , no. : 1-14.

Review
Published: 29 August 2020 in Sustainability
Reads 0
Downloads 0

Open education can enrich learning environments and support the processes of educational innovation. The objective of this article is to analyze the evidence published about open education in the period 2014–2019 to identify future challenges. We performed a Systematic Literature Review (SLR), identifying 245 articles on the topic of open education in the databases, Web of Science (WOS), and Scopus, from January 2014 to June 2019. We filtered to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results yield information on (1) the characteristics of the publications; (2) the methodological trends; (3) the central and transversal dimensions of the topic; and (4) the innovative educational practices that have been implemented. The article concludes with a presentation of the challenges that are linked to coverage, empirical evidence, co-creation, and innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and decision-makers interested in open education and educational innovation.

ACS Style

Maria Ramirez-Montoya. Challenges for Open Education with Educational Innovation: A Systematic Literature Review. Sustainability 2020, 12, 7053 .

AMA Style

Maria Ramirez-Montoya. Challenges for Open Education with Educational Innovation: A Systematic Literature Review. Sustainability. 2020; 12 (17):7053.

Chicago/Turabian Style

Maria Ramirez-Montoya. 2020. "Challenges for Open Education with Educational Innovation: A Systematic Literature Review." Sustainability 12, no. 17: 7053.