Lessons Learnt from Online Teaching and Beyond: What now? Three Countries Speak

The COVID-19 pandemic brought unprecedented challenges and changes to higher education. More than 100 countries went into lockdown, severely affecting education systems worldwide. There was an expectation that higher education institutes would “find solutions” — and fast. Many questions arose concerning the role of online courses, technology-mediated learning resources and the long-term effects of the pandemic on students, faculty, and institutions. Information systems educators from Southern Africa came together at the 51st Annual Conference of the Southern African Computer Lecturers’ Association (SACLA 2022). The panel reported on here was part of that conference and brought together information systems educators from three countries, South Africa, Mexico, and the United States to share their experiences and reflections regarding the effects of the COVID-19 transition and its aftermath. A wide-ranging discussion ensued, that ran the gamut from micro-level individual experiences to macro-level effects and challenges. These perspectives cover “big picture” challenges and observations, inclusion and exclusion considerations, threats and opportunities, and two reports of experiences and the resulting modifications in COVID-19-classrooms. This panel report also focused on the lessons learned from the conference attendees\u27 discussion and suggested a possible future research agenda

Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency

Digital certificates in massive open online course (MOOC) learning experiences provide alternative credentials linked to lifelong learning. The Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training provided the context for this research. This project was undertaken by Mexican and United States universities, businesses and governmental organisations, having granted 17,776 certifications in sustainability and 10,705 labour competence certificates. The research focused on analysing the factors that promote digital credentials, from the point of view of participant and platform characteristics, in the framework of MOOCs in energy sustainability, through the MexicoX and edX platforms. Using the ex post facto method, two validated instruments were applied to analyse motivation and self-regulation processes. A total of 4,002 useful responses were gathered from participants in 35 MOOC courses. The results account for six determinant factors for digital accreditation: perceived usefulness, self-efficacy, knowledge domain and expertise, group work disposition, achievement drive, and performance strategic thinking. We highlight implications for research on educational innovation and for educational practice in MOOCs. These data may be of interest to academics, researchers and decision-makers interested in training through distance environments. Implications for practice or policy: • Digital certifications in MOOCs are motivation for participants to successfully finish their courses, and this can be leveraged for education and research. • Course leaders need to consider that effective design and implementation of new models for MOOCs may help improve terminal efficiency. • The potential perceived benefits from training on professional performance have the greatest influence on the terminal efficiency of MOOC participants

RIESGOS INHERENTES EN LA PRIVACIDAD DE LOS USUARIOS POR EL USO DE LAS TIC

Information and communication technologies (ICT) are an integral part of our lives, and they bring along risks that are inherent to their use, being the intrusion to the privacy of the users one of the most common ones. This work seeks to estimate the effectiveness of the application of security measures by ICT users to mitigate the inherent use risks, departing from a set of variables drawn from the existing body of knowledge, such as digital literacy, and network activities and behaviors, like compulsion and permissibility. To attain this goal, an observational and cross-sectional study was conducted, through the design of a survey instrument that was applied to 159 internet users who were members of social networks and belonged to a community of videogame players. The data obtained from the survey was analyzed using a binary multivariate model of stepwise logistic regression, by the maximum likelihood method, and selecting explanatory variables through forward and backward techniques, as well as undertaking goodness of fit tests. Amongst the most important results, it is shown that, despite fostering the use of better security practices and showing a lower ratio of intrusions to privacy, digital literacy has no significant impact on the likelihood of becoming a victim of intrusion. When stratifying the sample by age, a trend was clear for having a higher vulnerability when age increased. However, the difference between the groups was not as significant as illustrative.Las Tecnologías de Información y Comunicación (TIC) forman parte integral de nuestra vida y acarrean riesgos inherentes a su uso, siendo la intrusión a la privacidad de los usuarios uno de los más comunes. Este trabajo busca estimar la efectividad de la aplicación de medidas de seguridad de los usuarios de TIC para mitigar el riesgo a partir de un conjunto de variables como alfabetización digital, actividades y comportamientos en la red como compulsión y permisividad. Para lograr este objetivo, se llevó a cabo un estudio observacional de corte transversal, mediante el diseño de una encuesta que se aplicó a una población de 159 internautas mexicano, usuarios de redes sociales y pertenecientes a una comunidad de video jugadores de computadora. Para analizar los resultados de dicha encuesta, se utilizó un modelo binario y multivariado de regresión logística, por el método de máxima verosimilitud, con el que se seleccionaron variables explicativas mediante la técnica de pasos (hacia adelante y hacia atrás) y se realizaron pruebas de bondad de ajuste. Entre los resultados más importantes se muestra que a pesar de realizar mejores prácticas de seguridad y tener un menor número de intrusiones a la privacidad, el nivel de alfabetización digital no es significativo o determinante para ser víctima de una intrusión. Al estratificar por edad se observó una tendencia a estar en mayor posibilidad de sufrir intrusión cuando se tiene mayor edad, sin embargo, la diferencia entre los grupos no resultó significativa, pero sí ilustrativa

Should the Future of AIS Conferences be Hybrid?

Academic conferences provide a needed opportunity for academic community members to come together and share ideas. COVID-19 forced AIS to host conferences remotely for two years. From that experience, we learned a few things about virtualizing our conference activities including the potential for virtual conferences to widen participation and membership. In this paper, we reflect on that learning through a lens informed by reviewing published work on conference hybridization. We also make recommendations for how future conference chairs can think about AIS conferences. Changing how our conferences are delivered is risky, but simply returning to the old normal is also risky. As an association studying IT, discovering and championing the role of technology in conference experiences would seem to be a risk worth taking

Factors for the development of computational thinking in undergraduate students

El pensamiento computacional, asociado con disciplinas de ingeniería e informática, puede promoverse en otras áreas, ya que excede el fomentar las habilidades propias de la computación y abarca procesos de pensamientos crítico, lateral y creativo. Se partió de la pregunta ¿Cuáles son las diferencias en las dimensiones del pensamiento computacional entre áreas disciplinares de estudiantes de pregrado? Se trabajó con un diseño de estudio transversal y de muestreo por conveniencia, con una escala de 29 ítems para evaluar el pensamiento computacional en 95 estudiantes de pregrado, que estudian diversas disciplinas en dos universidades mexicanas. Los resultados ubicaron que si había diferencias con los estudiantes de ingeniería que tienen mayor pensamiento crítico, algorítmico, solución de problemas. En cooperación y creatividad no se ubicaron diferencias significativas entre estudiantes de psicología, informática administrativa e ingeniería. Este artículo pretende ser de valor para la comunidad académica interesada en escenarios que promuevan resolución de problemasComputational thinking, commonly associated with engineering and computer science disciplines, can be analyzed in other areas, since this process exceeds the fostering of computing skills and encompasses critical, lateral and creative thinking processes. This article was based on the question: What are the differences in the dimensions of computational thinking among disciplinary areas of undergraduate students? We worked with a cross-sectional study design and convenience sampling, with a 29-item scale to evaluate computational thinking in 95 undergraduate students studying various disciplines in two Mexican universities. The results showed that there were differences with engineering students who have greater critical, algorithmic and problem-solving thinking. In cooperativity and creativity, no significant differences were found between psychology, administrative informatics and engineering students. This article is intended to be of value to researchers, academics, students and decision makers interested in creating scenarios that promote problem solvin

Competencias de los Profesionales de las Tecnologías de la Información en la Sociedad 5.0

En este trabajo se examinan los retos que plantea la penetración de las tecnologías de la información (TI) disruptivas en la sociedad, y la necesidad de utilizarlas en favor de proporcionar una vida mejor a sus ciudadanos, como centro del concepto de Sociedad 5.0. Además, describimos un esfuerzo realizado en México para definir modelos curriculares referenciales para los programas de TI basados en competencias, de modo que se brinde orientación a las instituciones educativas sobre lo que debe considerarse para diseñar con éxito los planes de estudio y abordar los desafíos del entorno laboral actual

Assessing Digital Transformation in Universities

Industry 4.0 and Society 5.0 are reshaping the way organizations function and interact with the communities they serve. The massive penetration of computer and network applications forces organizations to digitalize their processes and provide innovative products, services, and business models. The education market is suffering changes as well, but universities seem slow to react. This paper proposes the application of an integrated digital transformation model to assess the maturity level that educational institutions have in their digital transformation processes and compares them to other industries. Particular considerations to address when using the model for higher-education institutions are discussed. Our results show that universities fall behind other sectors, probably due to a lack of effective leadership and changes in culture. This is complemented negatively by an insufficient degree of innovation and financial support

Definición y Evaluación de un Proceso de Calidad para la Publicación de Recursos Educativos Digitales

El presente trabajo describe un proceso de control de calidad para la publicación de recursos educativos digitales en repositorios, buscando apoyar a las instituciones educativas a proveer el marco apropiado de referencia para promover la compartición de materiales educativos y asegurar su calidad al mismo tiempo. Los resultados de la encuesta aplicada en una universidad mexicana se presentan, llegando a la conclusión que, tener un proceso transparente y ágil de evaluación, así como un mecanismo robusto de acompañamiento son aspectos de vital importancia para el éxito y satisfacción de los profesores que pueblan el repositorio. No fue sorpresa encontrar que los profesores tenían múltiples dudas sobre la parte burocrática del proceso. Sin embargo, este fue un aspecto fácil de resolver. La complejidad del proceso incrementa cuando una parte de este depende de facultades y escuelas y no de la entidad administradora del repositorio ni de los profesores mismos