La interacción Humano Computador en el Currículo de las Instituciones de Educación superior de México

This article presents the actual state of the incorporation of HCI-related academic subjects to some Mexican universities’ academic programs. The research approach was exploratory and descriptive, also having a quantitative scope. The research considered the 5543 registered universities in all of Mexico in 2019. Results show that 1266 universities offer undergraduate and technical programs in the Information and Communications Technology field, from which 42.58% include 1548 courses related to HCI in their academic programs that are part of 1813 curricula. The courses were then classified into 10 categories proposed by the ACM/IEEE-CS “Joint Curriculum Task Force Computing Curricula”. Additionally, in relation to human capital, it was found that 95.40% of college graduates that studied in a university that includes HCI subjects, had to take them in order to get their degree while 4.30% had the possibility of taking them optionally. Finally, after reviewing 4 different job search platforms, 24827 offers were found that required skills and knowledge related to HCI. This certainly shows that Mexican universities know what is needed and have been developing professionals with skills based on industry needs, at least in the HCI field.    El artículo presenta el estado actual de la incorporación de asignaturas en el ámbito de la HCI (Interacción Humano-Computador) /IPO (Interacción Persona-Ordenador) en lo currículos de algunas universidades mexicanas. El enfoque de la investigación fue exploratorio y descriptivo además de tener un alcance cuantitativo. La investigación considero 5.543 universidades registradas para el 2019 en todo México. Los resultados reflejan que 1.266 universidades ofrecen programas académicos de Licenciatura Profesional y Tecnológica en el ámbito de las Tecnologías de la Información y la comunicación. De esas instituciones, el 42.58% incluyen en sus currículos 1.548 asignaturas relacionadas con la HCI/IPO que hacen parte de 1.813 planes de estudio. Esas asignaturas fueron clasificadas en 10 categorías propuestas por el ACM/IEEE-CS “Joint Curricullum Task Force Computing Curriculla. Adicionalmente, en relación con el capital Humano se encontró que el 95.40% de los graduados de programas académicos que incluyen asignaturas relacionadas con la HCI/IPO, de manera obligatoria tuvieron que aprobar dichas asignaturas y el 4.30% tuvieron la posibilidad de tomar asignaturas optativas relacionadas con dicha área de conocimiento. Finalmente, luego de la revisión de 4 plataformas de divulgación de vacantes se encontraron 24.827 ofertas relacionadas con empleos que en sus especificaciones señalan habilidades y conocimientos relacionados con la HCI/IPO. Esto sin lugar a duda evidencia que las universidades mexicanas han sabido leer el entorno y se han dedicado a graduar profesionales con habilidades coherentes con base en la demanda del sector productivo, por lo menos en el ámbito de la HCI/IPO.        &nbsp

XR Academia:Research and Experiences in Virtual Reality, Augmented Reality, Mixed Reality, and Artificial Intelligence in Latin America and Europe

The book XR Academia: Research and Experiences in Virtual Reality, Augmented Reality, Mixed Reality, and Artificial Intelligence in Latin America and Europe, has at its core the objective of making immersive technology accessible and visible worldwide, with the simultaneous breaking-down of linguistic barriers. Both European and Latin American authors can read each other’s work(s), allowing knowledge and experience in extended reality to be shared. Another important aspect of XR Academia is its attempt to introduce an open science contribution to the issues of immersive technologies, in order to inspire new generations that do not have access to increasingly expensive publications. This volume includes fourteen selected chapters from presenters from the 2020 and 2021 events. These chapters describe research and experiences on a wide range of XR applications, which include entertainment, health, narration, education, psychotherapy, guidance, language, culture and arts. Considering that great inventions and innovations are developed in Latin America but fail to be published internationally, our aim was to open a door to allow the permanent exchange between two languages: Spanish and English

Mapping expectations on writing and communication in engineering within a regional context: accounts from a Latin-American case

In Latin America, writing curriculum is primarily focused on freshman initiatives, emerging engineering writing initiatives across curriculum are recent (as of 2009), and there is limited amount of studies in writing development in higher education. Therefore, this dissertation describes local elements at stake in Latin America to define disciplinary writing and communication expectations of development in higher education as a phenomenon that goes well beyond freshman composition courses. Multiple sites of expectations of writing in engineering have been revealed through diverse data sources: 1) Publications on Latin-American writing initiatives in engineering from Spanish-Speaking countries; 2) Online news on engineering from the two oldest newspapers in a developing country, Colombia; and, 3) A case study within the context of a Colombian major in Industrial Engineering examined through: a) Syllabi of the major and interviews with faculty members regarding accomplishing a senior thesis; b) Submitted senior thesis reports to fulfill degree requirements; and, c) A qualitative retrospective survey of writing experiences and samples of writing assignments of undergraduate students. As a result, this dissertation is comprised of five chapters that address separately the analysis of the prior data sources. Overall this study claims that there are specific expectations associated with the field of industrial engineering in a developing economy that did not emerge when studies or initiatives regard “engineering” as one field without contextual nuances. One of the hypothesis emerging from this study is that the size and ideological localization of the companies that are likely the contexts of professional practices might impact a) the degree of complexity of the communication practices to negotiate solutions and circulate, create, and accept genres (small companies, few stakeholders involved, less negotiation to create and accept genres and standards, which might generate more vertical and hierarchical communication), and b) the opportunity for engineering students to develop critical stances about improving entrepreneurial environments, since they might be more concerned in genre consumption and production (such as regulations and guidelines) to regulate practices under external powerful standards (which might be primarily mandated by developed economies). Furthermore, this study confirms that within the Engineering field in general, and in Industrial Engineering in particular, writing and communication rely on verbal and non-verbal practices that embrace different functions, which in turn imply several developmental paths that might or not might overlap, such as: a) Writing for learning disciplinary and professional concepts; b) Writing for research-oriented practices; c) Writing for commercial research-oriented practices; d) Writing for business-oriented practices; and, e) Writing for conducting and accomplishing a senior thesis. This study ultimately confirms that there is no way to assess writing development in higher education through only one source of data, since there are diverse paths configured by all of the stakeholders involved (government, writing specialists, faculty members of disciplines, students, and practitioners of the fields), which means that development is multifaceted

Icebreakers’ implementation in the EFL classroom and their effect on group cohesion in a level 3 English course at Autónoma University during the second semester of 2018

Icebreakers are often seen as dynamic activities that break only the initial ice among people in a group. This laconic reductive conception has deprived us from their benefits in language teaching and learning. This tool also connects group members, promotes the building of trust, contributes to lowering anxiety, and sets a relaxed environment, which eases interaction and participation for future work or study sessions. Students generally experience high levels of anxiety when starting a new course. The implementation of icebreakers facilitates the development of a cohesive group environment in the classroom so that learners feel more comfortable in the group and interact more with their classmates. Bringing these kinds of activities into play from the beginning and continuing to utilize them throughout a course, will result in a high level of group cohesion and decrease participants' anxiety and subcultural barriers to learning. This action-research is aimed at analyzing the effect of icebreakers on group cohesion in an English as a Foreign Language Group in level 3 at University Autónoma de Occidente in Cali. A mixed-method approach to data collection was used including surveys, group interviews, observations, and a research diary. Data analysis was carried out in Microsoft Excel and Atlas.ti. Some of the findings show group cohesion in the experimental group increased, students felt more at ease in the group, interacted more, and noticed the positive difference in relation to previous classesMaestríaMAGISTER EN ESTUDIOS INTERLIGÜÍSTICOS E INTERCULTURALE

Ingeniería comprometida: una revisión preliminar de prácticas universitarias en ingeniería y sociedad en Colombia

Engineering is considered a discipline that favors the practical application of theory at the level of technoscience through interaction with other areas of knowledge. It is expected to transform the living conditions of society by providing solutions to complex problems that affect it. However, depending on the approach, this discipline can be used to dominate social sectors by controlling resources, means of production, and knowledge or to empower communities from a critical transformative perspective. Based on a series of educational and professional practice scenarios in Colombia, this article presents a review of some alternatives for a conscious praxis that encourages the development of a culture of peace. This practice is referred to as Engaged Engineering. Subsequently, we briefly explore the existing networks and articulations at the national level, and then, through a literature review, we describe and classify various EE initiatives in Colombia by institution, region, theme, and category. Finally, we present a discussion and some conclusions aimed at developing a preliminary understanding of how EE has materialized in the country and defining its main challenges and opportunities.La ingeniería se considera una disciplina que favorece la aplicación práctica de la teoría a nivel de la tecnociencia mediante la interacción con diferentes áreas del conocimiento. A través de ella, se espera transformar las condiciones de vida de la sociedad, aportando soluciones a los complejos problemas que la afectan. Sin embargo, dependiendo del enfoque, esta disciplina puede ser utilizada para dominar sectores sociales a través del control de recursos, medios de producción y conocimiento o para empoderar a las comunidades desde una perspectiva crítica transformadora. Este artículo presenta una revisión de diferentes alternativas para una praxis consciente de la ingeniería que favorezca la construcción de una cultura de paz desde los escenarios de la práctica educativa y profesional en Colombia. Dicha práctica se conceptualiza como ingeniería comprometida. Posteriormente, se hace una breve exploración de las redes y articulaciones en el orden nacional y luego, a través de una revisión bibliográfica, se describen y clasifican las iniciativas de ingeniería comprometida en Colombia por institución de origen, territorio de acción, temática y categoría. Finalmente, se establecen la discusión y las conclusiones, orientadas a establecer una aproximación preliminar a cómo se ha materializado la ingeniería comprometida en el país y a definir sus principales retos y oportunidades

Service quality perceptions in higher education institutions: the case of a colombian university

Recognizing that higher education institutions (HEI) are currently competing aggressively through competitive advantages and high service quality, the assessment of the service quality is essential to provide information on the effectiveness of educational plans and improvement programs. This article presents a study which tests the 5Q’s model proposed by Zineldin (2007), and examines the service quality factors that most impact on student satisfaction. Factor analysis and regression analysis showed significant variables in explaining student satisfaction as: trust developed toward the university and the academic program, and the perception they have of assessment techniques as a challenge to improve intellectual growt

Success stories in the use of ICTs for agricultural research and innovation in Latin America and the Caribbean

La documentación de experiencias exitosas es un elemento básicos para el aprendizaje y para la sensibilización de tomadores de decisiones. Para el aprendizaje, por la posibilidad de compartir experiencias sobre la forma como se maneja la información y comunicación para contribuir al éxito de la investigación o innovación para la sensibilización, al posicionar el tema de modo que los tomadores de decisiones puedan conocer casos concretos de cómo se logró un impacto positivo mediante estas tecnologías.The documentation of successful experiences is a basic element for learning and for sensitizing decision makers. For learning, due to the possibility of sharing experiences on how information and communication are handled to contribute to the success of research or innovation for awareness, by positioning the issue so that decision-makers can learn about specific cases of how a positive impact was achieved through these technologies