Apropiación tecnológica de facilitadores de capacitación a través del empleo de Objetos de Aprendizaje en acceso abierto

En el presente documento se aborda el estudio sobre la apropiación tecnológica desarrollada por un grupo de facilitadores de capacitación mediante el empleo de un Objeto de Aprendizaje (OA). A través de este estudio se analizaron las competencias tecnológicas desarrolladas a partir del uso del OA abierto para el aprendizaje de operaciones del programa de ofimática de hoja de cálculo, Microsoft Excel, y su empleo en la capacitación del uso de herramientas tecnológicas. Los resultados dan cuenta de una experiencia positiva con el uso del OA así como el desarrollo de competencias tecnológicas como analizar, gestionar y comunicar eficientemente la información.This paper addresses a research study about the development of technological appropriation by a group of training facilitators after using a Learning Object. Through this study, the developed technological competencies were analyzed by the use of an Open Learning Object to teach Microsoft Excel program and its training in the use of technological tools. The results tell a positive experience with the use of the Learning Object and the development of technological competencies such as to analyze, manage and present the information efficiently

Digital materials to strength learning process in upper secondary education: A study to understand how educational change takes place

Se presenta un estudio en el marco de un proceso de cambio educativo en relación con la técnica Aula Invertida con apoyo de la herramienta de aprendizaje Living Class (LC) para apoyar el estudio de las disciplinas de química y ciencias sociales en educación media superior. El proceso de cambio se define a partir de dos aportaciones teóricas que integran cinco pasos: iniciación, planeación, implantación, evaluación e institucionalización. Se realizaron tres sub-estudios para indagar a profundidad el proceso de cambio que se suscitaba en la institución: uno sobre usabilidad de la herramienta LC y dos sobre percepción alrededor del proceso de cambio y apoyo en la herramienta, los cuales se enfocaron en colectar la percepción de docentes y estudiantes respectivamente. Participaron en total 4,708 estudiantes y 154 docentes. El estudio se enmarcó en el diseño metodológico de Métodos mixtos. Las conclusiones conllevaron a afirmar que el proceso de cambio educativo se encuentra en la fase de implantación. La discusión apunta a diagnosticar el estadio en el que se encuentra un proceso de cambio educativa de forma holística. Se realizan sugerencias para estudios futurosThis article presents the results of a study made in order to analyze a process of educational change in upper secondary level. It focused on the implementation of Flipped Classroom technique supported by a learning tool called Living Class (LC). The educational change phenomena is defined within this study from two theoretical contributions that build a five steps process: initiation, planning, implementation, evaluation and institutionalization. Three sub-studies were conducted to investigate in depth the process of educational change that is experimented in the institution: one on LC usability and two others on students and teacher’s perception about the target change process. A total of 4,708 students and 154 professors participated in this study. The methodological design was based on Mixed Methods. After the analysis, it is concluded that the target process is located by now in the implementation phase. The discussion points out the importance of diagnose an educational change phenomenon in a holistic way. Some suggestions for future studies are give

Development of competencies in the context of the Semester i: a case study

 /n The notion of Semester i has been used in the university context of the Monterrey Institute of Technology and Higher Studies as a modality of disruptive studies. It is based on the didactic technique of challenge based on learning, which has a purpose that the student faces a problematic situation that allows him/her to learn in a real field of performance. This case study addresses the perspectives expressed by students and teachers regarding their experience in the Semester i. Through a qualitative approach, we sought to identify those categories that alluded to the development of competencies, commitment, teacher-student relationship and the transfer of challenges. The findings suggest that the Semester i modality indeed contributes to the development of disciplinary competences in addition to the transversal ones. Also, strong social bonds are formed between the students who participate in the teams that face the challenges. Stress was identified as well as an inherent element of the Semester i educational model, more in teachers than in students. It is considered essential to analyze these disruptive educational modalities, as well as to deepen the investigation of the Challenge Based Learning (CBL). La noción de Semestre i ha sido utilizada en el contexto universitario del Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM o Tecnológico de Monterrey, en su versión abreviada) como una modalidad de estudios disruptiva. Está basado en la técnica didáctica de aprendizaje basado en retos, que tiene como propósito que el alumno afronte una situación problemática que le permita aprender en un ámbito real de desempeño. El presente estudio de caso aborda las perspectivas plasmadas por alumnos y profesores con respecto a su experiencia vivida en el Semestre i. A través de una aproximación cualitativa, se buscó identificar aquellas categorías que aludían al desarrollo de competencias, al compromiso, la relación maestro-alumno y la transferencia de retos. Los hallazgos sugieren que la modalidad de Semestre i verdaderamente coadyuva al desarrollo de competencias disciplinares además de las transversales y que se forman fuertes vínculos sociales entre los alumnos que participan en los equipos que enfrentan los retos. También se identificó al estrés como un elemento inherente al modelo educativo del Semestre i más en profesores que en alumnos. Se considera importante analizar estas modalidades educativas disruptivas, así como profundizar en la investigación del Aprendizaje Basado en Retos (ABR).

Calidad en la educación superior en línea: un análisis teórico

El incremento de la oferta educativa en modalidades no convencionales genera la necesidad de evidenciar que los modelos educativos son de calidad. Mediante un análisis documental y comparativo el presente trabajo tiene el objetivo de mostrar los principales estándares nacionales e internacionales tomados en cuenta por organismos evaluadores de la calidad educativa, así como la complejidad que ha implicado dicho proceso en el sistema educativo mexicano y a nivel internacional. Para el análisis se desarrolló una matriz de criterios y categorías establecidos en los marcos de evaluación de organismos evaluadores como CIEES, Conacyt, CALED y OLC, con el fin de compararlos, e identificar la ponderación o relevancia que le otorgan para determinar la calidad de los programas. Como resultado de la comparación se identificaron ocho dimensiones en torno a la evaluación de calidad: modelo educativo, resultados del modelo, estudiantes, personal docente, infraestructura, servicios y procesos administrativos, responsabilidad social de la institución y vinculación. A partir de los hallazgos, se recomienda la estandarización de los aspectos a evaluar por parte de las instituciones evaluadoras, mediante la unificación del número de categorías o criterios; así como también se considera necesario especificar modelos evaluadores adecuados para la educación en modalidades no convencionales

Morphological diversity of native maize (Zea mays L.) populations in the state of Tabasco, Mexico

En México, los agricultores conservan maíces nativos o criollos (Zea mays L.). En este estudio se caracterizó y clasificó la variabilidad morfológica de 71 colectas de maíces criollos del estado de Tabasco, México. Las colectas se sembraron en el ciclo primavera-verano 2011, en el Campo Agrícola Experimental de la Universidad Juárez Autónoma de Tabasco, bajo un diseño de bloques completos al azar con cuatro repeticiones. Se evaluaron 17 variables morfológicas de planta, mazorca, olote (marlo) y grano; se encontraron diferencias estadísticas en 14 de las 17 variables, el análisis de Componentes Principales (CP) determinó que los primeros tres CP explican el 92,3% de la variación, aportando la mayor variabilidad las variables peso de mazorca, peso de marlo y días a floración femenina. El análisis de conglomerados, detectó diversidad en las colectas, lo que permitió clasificarlas en cuatro grupos a 1,15 unidades de una distancia máxima de 1,40 unidades. Por sus características morfológicas el 85,9% de las colectas se relaciona con la raza Tuxpeño.Traditional farmers keep native or criollo maize (Zea mays L.) in Mexico. The morphological variability of 71 accessions of native maize of the state of Tabasco, Mexico was assessed. Accessions were planted in the 2011 spring-summer cycle in the experimental field of the Universidad Juárez Autónoma de Tabasco, in a completely randomized block design and four replicates. Seventeen morphological characters for plant, ear, cob and grain were evaluated. Significant differences were found in 14 of the 17 characters. A principal components analysis established that 92.3% of the variation was explained by the first three principal components, with the characters ear weight, cob weight and days to female flowering providing the greatest values for diversity. A cluster analysis showed genetic diversity among the accessions, with four groups at a distance of 1.15 units at maximum distance from 1.40 units, following the morphological characteristics of Tuxpeño race was in the 85.9% of the evaluated accessions.Fil: Guillén de la Cruz, Pedro.Fil: De la Cruz Lázaro, Efraín. Tabasco (México). Universidad Juárez Autónoma de TabascoFil: Rodríguez Herrera, Sergio A..Fil: Castañón Nájera, Guillermo. Tabasco (México). Universidad Juárez Autónoma de TabascoFil: Gómez Vázquez, Armando. Tabasco (México). Universidad Juárez Autónoma de TabascoFil: Lozano del Río, Alejandro J.

Structure-guided engineering of a receptor-agonist pair for inducible activation of the ABA adaptive response to drought

Strategies to activate abscisic acid (ABA) receptors and boost ABA signaling by small molecules that act as ABA receptor agonists are promising biotechnological tools to enhance plant drought tolerance. Protein structures of crop ABA receptors might require modifications to improve recognition of chemical ligands, which in turn can be optimized by structural information. Through structure-based targeted design, we have combined chemical and genetic approaches to generate an ABA receptor agonist molecule (iSB09) and engineer a CsPYL1 ABA receptor, named CsPYL15m, which efficiently binds iSB09. This optimized receptor-agonist pair leads to activation of ABA signaling and marked drought tolerance. No constitutive activation of ABA signaling and hence growth penalty was observed in transformed Arabidopsis thaliana plants. Therefore, conditional and efficient activation of ABA signaling was achieved through a chemical-genetic orthogonal approach based on iterative cycles of ligand and receptor optimization driven by the structure of ternary receptor-ligand-phosphatase complexes

Diversidad morfológica de poblaciones de maíces nativos (Zea mays L.) del estado de Tabasco, México

Traditional farmers keep native or criollo maize (Zea mays L.) in Mexico. The morphological variability of 71 accessions of native maize of the state of Tabasco, Mexico was assessed. Accessions were planted in the 2011 spring-summer cycle in the experimental field of the Universidad Juárez Autónoma de Tabasco, in a completely randomized block design and four replicates. Seventeen morphological characters for plant, ear, cob and grain were evaluated. Significant differences were found in 14 of the 17 characters. A principal components analysis established that 92.3% of the variation was explained by the first three principal components, with the characters ear weight, cob weight and days to female flowering providing the greatest values for diversity. A cluster analysis showed genetic diversity among the accessions, with four groups at a distance of 1.15 units at maximum distance from 1.40 units, following the morphological characteristics of Tuxpeño race was in the 85.9% of the evaluated accessions.En México, los agricultores conservan maíces nativos o criollos (Zea mays L.). En este estudio se caracterizó y clasificó la variabilidad morfológica de 71 colectas de maíces criollos del estado de Tabasco, México. Las colectas se sembraron en el ciclo primavera-verano 2011, en el Campo Agrícola Experimental de la Universidad Juárez Autónoma de Tabasco, bajo un diseño de bloques completos al azar con cuatro repeticiones. Se evaluaron 17 variables morfológicas de planta, mazorca, olote (marlo) y grano; se encontraron diferencias estadísticas en 14 de las 17 variables, el análisis de Componentes Principales (CP) determinó que los primeros tres CP explican el 92,3% de la variación, aportando la mayor variabilidad las variables peso de mazorca, peso de marlo y días a floración femenina. El análisis de conglomerados, detectó diversidad en las colectas, lo que permitió clasificarlas en cuatro grupos a 1,15 unidades de una distancia máxima de 1,40 unidades. Por sus características morfológicas el 85,9% de las colectas se relaciona con la raza Tuxpeño

Targeted T1 Magnetic Resonance Imaging Contrast Enhancement with Extraordinarily Small CoFe2O4 Nanoparticles

Extraordinarily small (2.4 nm) cobalt ferrite nanoparticles (ESCIoNs) were synthesized by a one-pot thermal decomposition approach to study their potential as magnetic resonance imaging (MRI) contrast agents. Fine size control was achieved using oleylamine alone, and annular dark-field scanning transmission electron microscopy revealed highly crystalline cubic spinel particles with atomic resolution. Ligand exchange with dimercaptosuccinic acid rendered the particles stable in physiological conditions with a hydrodynamic diameter of 12 nm. The particles displayed superparamagnetic properties and a low r2/r1 ratio suitable for a T1 contrast agent. The particles were functionalized with bile acid, which improved biocompatibility by significant reduction of reactive oxygen species generation and is a first step toward liver-targeted T1 MRI. Our study demonstrates the potential of ESCIoNs as T1 MRI contrast agents

Compromising between European and US allergen immunotherapy schools: Discussions from GUIMIT, the Mexican immunotherapy guidelines

Background: Allergen immunotherapy (AIT) has a longstanding history and still remains the only disease-changing treatment for allergic rhinitis and asthma. Over the years 2 different schools have developed their strategies: the United States (US) and the European. Allergen extracts available in these regions are adapted to local practice. In other parts of the world, extracts from both regions and local ones are commercialized, as in Mexico. Here, local experts developed a national AIT guideline (GUIMIT 2019) searching for compromises between both schools. Methods: Using ADAPTE methodology for transculturizing guidelines and AGREE-II for evaluating guideline quality, GUIMIT selected 3 high-quality Main Reference Guidelines (MRGs): the European Academy of Allergy, Asthma and Immunology (EAACI) guideines, the S2k guideline of various German-speaking medical societies (2014), and the US Practice Parameters on Allergen Immunotherapy 2011. We formulated clinical questions and based responses on the fused evidence available in the MRGs, combined with local possibilities, patient's preference, and costs. We came across several issues on which the MRGs disagreed. These are presented here along with arguments of GUIMIT members to resolve them. GUIMIT (for a complete English version, see Supplementary data) concluded the following: Results: Related to the diagnosis of IgE-mediated respiratory allergy, apart from skin prick testing complementary tests (challenges, in vitro testing and molecular such as species-specific allergens) might be useful in selected cases to inform AIT composition. AIT is indicated in allergic rhinitis and suggested in allergic asthma (once controlled) and IgE-mediated atopic dermatitis. Concerning the correct subcutaneous AIT dose for compounding vials according to the US school: dosing tables and formula are given; up to 4 non-related allergens can be mixed, refraining from mixing high with low protease extracts. When using European extracts: the manufacturer's indications should be followed; in multi-allergic patients 2 simultaneous injections can be given (100% consensus); mixing is discouraged. In Mexico only allergoid tablets are available; based on doses used in all sublingual immunotherapy (SLIT) publications referenced in MRGs, GUIMIT suggests a probable effective dose related to subcutaneous immunotherapy (SCIT) might be: 50–200% of the monthly SCIT dose given daily, maximum mixing 4 allergens. Also, a table with practical suggestions on non-evidence-existing issues, developed with a simplified Delphi method, is added. Finally, dissemination and implementation of guidelines is briefly discussed, explaining how we used online tools for this in Mexico. Conclusions: Countries where European and American AIT extracts are available should adjust AIT according to which school is followed