Technology development has been integrated into the educational environment and has led teachers to become much better trained in educational, technological tools. Currently, education is being transformed; for this, there are new methodological approaches, and education needs the integration of digital tools. Previously and still today, traditional and not very creative strategies are applied in the teaching–learning process, which does not fully contribute to the progress of education. The present work focuses on using Information and Communication Technologies (ICT), considering the Flipped Learning Model (FL), an active methodology. However, it is also essential to know the appropriate ICT to apply during the learning process. The Information and Communication Technologies articulated with the Flipped Learning Model benefits and motivates students; in this way, through collaborative learning, communication between classmates and teachers is favored; in addition, it encourages autonomous work, helps the analysis of the contents in each of the subjects, and favors the construction of new knowledge. Therefore, knowing which ICTs are incorporated as the most efficient in the Flipped Learning Model is necessary. In this way, it is required to obtain information about the ICTs teachers have preferred to apply within the Flipped Learning Model and which ones are recommended from the classroom experience. The work shows which ICTs are most used and which ones benefit students to obtain significant learning. Consequently, considering the application of ICT and Flipped Learning in educational communities is a way to innovate the teaching–learning process.

This article presents a scalable route map for the least cost deployment of wireless heterogeneous networks that support traffic from the advance metering infrastructure (AMI). We first explore the performance of a common scenario in which a single technology is employed to connect smart meters sending traffic to the utility. Based on simulations with actual city maps, we study the coverage provided to smart meters by an LTE cellular network. In order to improve the coverage, an optimization model that considers network capacity and range is proposed to determine the optimal location of base stations to achieve a target coverage of smart meters. According to these preliminary results with a single access technology, we propose an evolved network architecture that considers several alternatives of wireless heterogeneous networks to guarantee the coverage to smart meters with the least use of resources. We introduce a heuristic model that involves elements from base stations, universal data aggregation points, number of smart meters, and an optimal routing to achieve the desired connectivity from the group of smart meters. We employ geo-referenced models to consider actual characteristics of cities as well as geographical conditions. Results from the evolved model demonstrate that by combining technologies and employing data aggregation points with optimized localizations, the network is able to achieve a target coverage of smart meters with a reduced cost in terms of technological resources.

Nowadays, many universities are employing metrics that are used by other countries as the focus moves towards academic management. A shared vision and collaboration is required to identify success cases. Leaders at senior and middle management need to be guided by a road map to get a clear vision, a list of different strategies and successful outcomes. Consequently, this article proposes an academic management strategy to guarantee student-centred education. This strategy has an emphasis on hierarchical process in layers, in order to optimise and achieve efficiency, reliability and resilience. In this paper, the “what”, “ how” and “where” are taken into account in order to respond to academic and administrative adjustments which are necessary to reduce the risk of investment in training and formation of human capital, which warns about the need to acquire knowledge, especially from countries with scientific expertise. It is also shown the indicators that motivate the effort based on the merit that human capital produces. A methodology of flipped learning or blended learning is applied to presume a human capital that is able to break down barriers, such as: English as a universal language. A bibliometric analysis has been based over 2000 scientific articles from the Web of Science and Scopus databases. So It was possible to identify countries, universities and researchers specifically for each area of knowledge based on the results of this analysis. Besides, university careers can even be validated according to the development and scientific interest that is presented by the bibliometric analysis, which could be compared with studies based on economics and wealth from sources such as Forbes.

Achieving high penetration of electric vehicles (EVs) is one of the objectives proposed by the scientific community to mitigate the negative environmental impact caused by conventional mobility. The limited autonomy and the excessive time to recharge the battery discourage the final consumer from opting for new environmentally friendly mobility alternatives. Consequently, it is essential to provide the urban road network with charging infrastructure (CI) to ensure that the demand generated by EV users is met. The types of terminals to be considered in charging stations (CS) are fast and ultra-fast. The high energy requirements in these types of terminals could stress the electrical systems, reducing the quality of service. To size and forecast the resources needed in CI, it is of great interest to model and predict the maximum number of EVs, in each hour, that each CS will have to serve according to the geographic area in which they are located. Our proposal is not based on an assumed number of vehicles to be served by each CS, but rather it is based on the analysis of vehicular traffic in geo-referenced areas, so that the load managers can design the topology of the CS. The maximum vehicular concentration is determined by some considerations such as the road system, direction of the route, length of the road segment, the intersections, and the economic zone to which it belongs. The topology of the road map is freely extracted from OpenStreetMap to know the latitude and longitude coordinates. Vehicular traffic will be modeled through the topology obtained from OpenStreetMap and other microscopic variables to understand the traffic engineering constraints. In addition, the Hungarian algorithm is used as a minimum cost decision tool to allocate demand to the CS by observing vehicular traffic as a cost variable. The multi commodity flow problem (MCFP) algorithm aims to make commodities flow through the road network with the minimum cost without exceeding the capacities of the road sections. Therefore, it is proposed to solve the transportation problem by directing the vehicular flow to the CS while minimizing the travel time. This situation will contribute significantly to the design of the topology of each CS, which will be studied in future research.

Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them.