Modeling and Educational Simulation as a Basis for Sustainable Development

Sustainable development is the result of research and the application of science and technology in complex, uncertain and changing situations. To accomplish its effectiveness, it is necessary to establish such processes in education with an epistemological orientation on the same line; this is, to be understood as a complex system that allows a prospective and possible vision, in line with reality. Education systems are dynamic systems of increasing complexity that develop within unstable contexts of constant change. These are characterized by nonlinear interactions between multiple actors at different levels and scales of inter-and trans- disciplinary type, that generate the emergence of persistent patterns with changing components (selforganized, adaptive, self-recursive and with catastrophic behavior), resulting in the generation of possible scenarios that affect collective behavior. In other words, the education systems are developed in a continuous dynamic of order/disorder, with a permanent structural change that makes them unpredictable and far from any causal explanation. To manage unstable contexts of probable sustainability, education requires a new rationale, a new method of heuristic and metaheuristic type that does not focus on the reality that is known and that is predetermined by inductive or deductive ways with rigid and statistical processes. Instead, to manage these unstable contexts, education should be built on the interaction of variables and chaotic dynamics, through processes of modeling and simulation, in a work of synthesis (rather than in an analysis with nonlinear results) where it can be appreciated the dynamics of the levels and the generation of increasing complexity.Ibero-American Science and Technology Education Consortiu

XXI Century Global Challenges: Engineering, Education and Complexity

Esta presentación contiene: -Desafíos para el Siglo XXI en Ciencia, Tecnología y Educación -Proyecto Millenium -Investigación y Sistemas Complejos -Educación, Investigación e Innovación -SCED e Impacto Social -Aplicaciones de Investigación, Innovación y EducaciónIbero-American Science and Technology Education Consortiu

XXI Century Global Challenges: Engineering, Education and Complexity

Esta presentación contiene: -Desafíos para el Siglo XXI en Ciencia, Tecnología y Educación -Proyecto Millenium -Investigación y Sistemas Complejos -Educación, Investigación e Innovación -SCED e Impacto Social -Aplicaciones de Investigación, Innovación y EducaciónIbero-American Science and Technology Education Consortiu

Neuro-aprendizaje y formación integral desde la perspectiva de los Sistemas Complejos Adaptativos

Esta presentación contiene los siguientes temas: ❖ Cognición, aprendizaje y resolución de problemas ❖ Pedagogía y currículo ❖ Liderazgo adaptativo ❖ Gestión e informaciónIbero-American Science and Technology Education Consortiu

Neuro-aprendizaje y formación integral desde la perspectiva de los Sistemas Complejos Adaptativos

Esta presentación contiene los siguientes temas: ❖ Cognición, aprendizaje y resolución de problemas ❖ Pedagogía y currículo ❖ Liderazgo adaptativo ❖ Gestión e informaciónIbero-American Science and Technology Education Consortiu

Neuro-aprendizaje y formación integral desde la perspectiva de los Sistemas Complejos Adaptativos

Esta presentación contiene los siguientes temas: ❖ Cognición, aprendizaje y resolución de problemas ❖ Pedagogía y currículo ❖ Liderazgo adaptativo ❖ Gestión e informaciónIbero-American Science and Technology Education Consortiu

A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective

Education for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.Ibero-American Science and Technology Education Consortiu

A Model to Pedagogically Support Teaching & Learning Scenarios For Engineering Innovation from a Complexity Sciences Perspective

Education for innovation requires innovation in education. To innovate in education implies new pedagogical models. It is not enough to just apply teaching/learning methods or strategies in a mechanical or procedural approach. It requires the conception of new pedagogical models based on theories that allow for processing of different interpretations of diverse complexity educational phenomena, i.e. other ways of producing and implementing pedagogical knowledge. Education in the different engineering programs has been carried out through analytical and linear processes; however, the reality of education through a Complex Systems lens is characterized by uncertainty, chaos, breaks, nonlinearity and self-organization. To optimize curriculum processes that foster innovation skills in students requires strategies and teaching-learning scenarios that stimulate nonlinear processes and generate a change in the mindset of the professor and the student. It is important to understand and approach the reality of educating engineers in new ways. Making methodological adjustments without the understanding of the epistemological orientation that take into account complex dynamic processes will only generate pseudo-changes, which limits creativity and innovation processes. Currently, there are several global initiatives for the development of teaching-learning scenarios that facilitate innovation processes in engineering education and education for innovation. This paper is a proposal by the Complex Systems & Education Network (SCED-ISTEC) and the College of Engineering at the University of South Florida (USF), of a model developed to pedagogically support innovation scenarios in educating engineers for innovation using the principles of Complex Systems. The suggested scenarios are framed in a dynamic curriculum structure. They are characterized by hard and soft state-of-the-art technologies; interdisciplinary, flexible, pedagogical research processes; methodologies for cognitive restructuring, solving complex problems, and modeling, simulation; interactions with university/industry programs; and the facilitating of applications according to context and societal needs.Ibero-American Science and Technology Education Consortiu

Integral Formation for the Engineering for Peace from a Systemic and Interdisciplinary Perspective

Purpose: the Electrical Engineering Department at the University of South Florida (USF), the Ibero-American Science & Technology Education Consortium (ISTEC) and the Complex Systems and Education (SCED), under the R&D ISTEC initiative, have developed a comprehensive electrical engineer formation model based on the Adaptive Complex Systems approach that responds to the challenges of the contemporary society (presented at WEEF 2012). The purpose of this paper is to show an application reference of the model in the development of ethical competences in the formation of the engineer for peace from a systemic and trans-disciplinary approach, integrating academia, industry and the community. Method: a sequence of three progressive levels of one credit-hour courses for the Professional Formation of the Engineer (PRF) that integrate ethical competences focused on the being, the knowledge and the know-how. It includes individual and team work, resolution of case studies, simulations, ethics presentations, ethical practices, proposals writing, visits to industry and networking with successful industry professionals. Results: graduates linked to the newly created True-Partner Network demonstrate their behavior integrity, responsibility, ability to interact respectfully with others and accepting differences in favor of general interests. Conclusion: the ethical values of peace engineer must be formed through a systematic inter/multi/trans-disciplinary pedagogical approach connected to the labor sector throughout the Bachelor's program.Ibero-American Science and Technology Education Consortiu