Sustainability and institutionalization model: the case of the MPIA

The present text deals in a general way the way in which from the Master in Innovative Processes in Learning (MPIA) that operates as a double degree by the Centro Universitario de Los Altos (CUALTOS) of the University of Guadalajara, in collaboration with the Institute of Sciences of Education of the Universitat Politècnica de Catalunya (UPCBarcelonaTECH), has tried to promote sustainability as a transversal skill that allows the institutionalization of this topic in the University System. The MPIA trains active teachers who develop their educational practice in different engineering or technological baccalaureates, among other educational centers; and the concern has arisen to propose a model to follow to institutionalize sustainability as a form of change and improvement of the educational context. In this sense, as a first point it is proposed that groups of volunteers can be generated to prepare themselves theoretically and practically with respect to how to pedagogically lead a sustainability project that in turn can be institutionalized [1]. From this group of volunteers will be generated the leaders that would make possible the execution of the model, once institutionalized. To comply with the above, it is necessary to use Information and Communication Technologies (ICT), since in addition to improving the productivity and efficiency of processes in organizations, they can also contribute to sustainable development by executing public plans and programs, driven by thinking minds that seek to establish clear guidelines that can be executed in the short, medium and long term [2]. To achieve success in the leadership of the institutionalization of the model, it will depend on the educational practices developed as part of the teacher training process, considering the 17 sustainable development objectives proposed by UNESCO [3]Postprint (published version

Teaching experience in university students using social networks

Social networks, specifically Facebook and Twitter, are currently one of the most mainstream forms of media in the world. Yet, its educational use for the dissemination of knowledge is not significantly evident. Under this premise, this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction and socialization of knowledge. In this sense, the research presented aims to identify the experience and opinion of students regarding the influence of this strategy in achieving their learning. The quantitative methodology was applied through the application of a survey of students who participated and realized the importance of socialization of knowledge. The results showed favourable opinions regarding the use of these networks, highlighting the benefits of mobile learning as a way to streamline the training process. This proposal is to continue this type of strategy to promote flexible teaching-learning optionsPostprint (published version

Estudio sobre la creatividad relacionada con la habilidad de programadores universitarios

Actualmente la habilidad de programar es una de las capacidades que desarrollan o en su caso potencializan los estudiantes de ingeniería en computación, algunos estudios en la literatura parten de la premisa de que dicha habilidad tiene asociación directa con la capacidad creativa de los estudiantes; a partir de lo anterior, la investigación cuyo reporte aquí se presenta tuvo como objetivo, identificar la relación que existe entre la creatividad de un estudiante de ingeniería en computación y su rendimiento como programador, esto representado por el promedio obtenido en ciertas asignaturas. El método aplicado fue cuantitativo, transversal, de alcance explicativo y para la recuperación de datos se utilizó el test CREA. Los resultados indican que la creatividad no es incidente para la habilidad de programar y que son otros factores los que influyen para desarrollarla, tales como la motivación incentivada principalmente por el docente y el contexto que rodea al programador.Postprint (published version

El juego de roles como estrategia de evaluación para el aprendizaje: revisión de la literatura

El presente escrito muestra una revisión teórica de investigaciones en las que emplearon el juego de roles como una estrategia de evaluación del aprendizaje. La revisión de los documentos se realizó en diversas bases de datos y buscadores, como Scielo, Science Direct, Taylor and Francis, Sage Journals y Google Académico, principalmente. Se incluyen artículos de revista que en su diseño metodológico aplicaron el juego de roles y consideraron la mejora del aprendizaje como uno de sus objetos de estudio; se excluyeron documentos con una fecha mayor a cinco años. La metodología utilizada para la comprensión e interpretación de los documentos encontrados fue la hermenéutica. Los resultados muestran que existen diferencias para la aplicación del juego de roles, las cuales obedecen al contexto y las características del ambiente de aprendizaje; se antepone que en los últimos años ha habido un aumento en su uso y señalan que, para ejecutar esta metodología, se requiere de una planeación y dedicación enfocada en el uso del juego de roles, lo cual conlleva un tiempo extra para dicha aplicación. Se concluye que las investigaciones son escasas. En la mayoría de ellas se rescata que las ventajas giran en torno a los aspectos cualitativos y observacionales, de lo que se discurre que es necesario continuar investigando para mejorar los aspectos metodológicos; en los artículos coincide la recomendación de tener en mente la comprensión de las variables contextuales que pueden interferir en el desarrollo y conclusión de esta actividadPeer ReviewedPostprint (published version

Sustainability and institutionalization model: the case of the MPIA

The present text deals in a general way the way in which from the Master in Innovative Processes in Learning (MPIA) that operates as a double degree by the Centro Universitario de Los Altos (CUALTOS) of the University of Guadalajara, in collaboration with the Institute of Sciences of Education of the Universitat Politècnica de Catalunya (UPCBarcelonaTECH), has tried to promote sustainability as a transversal skill that allows the institutionalization of this topic in the University System. The MPIA trains active teachers who develop their educational practice in different engineering or technological baccalaureates, among other educational centers; and the concern has arisen to propose a model to follow to institutionalize sustainability as a form of change and improvement of the educational context. In this sense, as a first point it is proposed that groups of volunteers can be generated to prepare themselves theoretically and practically with respect to how to pedagogically lead a sustainability project that in turn can be institutionalized [1]. From this group of volunteers will be generated the leaders that would make possible the execution of the model, once institutionalized. To comply with the above, it is necessary to use Information and Communication Technologies (ICT), since in addition to improving the productivity and efficiency of processes in organizations, they can also contribute to sustainable development by executing public plans and programs, driven by thinking minds that seek to establish clear guidelines that can be executed in the short, medium and long term [2]. To achieve success in the leadership of the institutionalization of the model, it will depend on the educational practices developed as part of the teacher training process, considering the 17 sustainable development objectives proposed by UNESCO [3

Estudio sobre la creatividad relacionada con la habilidad de programadores universitarios

Actualmente la habilidad de programar es una de las capacidades que desarrollan o en su caso potencializan los estudiantes de ingeniería en computación, algunos estudios en la literatura parten de la premisa de que dicha habilidad tiene asociación directa con la capacidad creativa de los estudiantes; a partir de lo anterior, la investigación cuyo reporte aquí se presenta tuvo como objetivo, identificar la relación que existe entre la creatividad de un estudiante de ingeniería en computación y su rendimiento como programador, esto representado por el promedio obtenido en ciertas asignaturas. El método aplicado fue cuantitativo, transversal, de alcance explicativo y para la recuperación de datos se utilizó el test CREA. Los resultados indican que la creatividad no es incidente para la habilidad de programar y que son otros factores los que influyen para desarrollarla, tales como la motivación incentivada principalmente por el docente y el contexto que rodea al programador

Sustainability and institutionalization model: the case of the MPIA

The present text deals in a general way the way in which from the Master in Innovative Processes in Learning (MPIA) that operates as a double degree by the Centro Universitario de Los Altos (CUALTOS) of the University of Guadalajara, in collaboration with the Institute of Sciences of Education of the Universitat Politècnica de Catalunya (UPCBarcelonaTECH), has tried to promote sustainability as a transversal skill that allows the institutionalization of this topic in the University System. The MPIA trains active teachers who develop their educational practice in different engineering or technological baccalaureates, among other educational centers; and the concern has arisen to propose a model to follow to institutionalize sustainability as a form of change and improvement of the educational context. In this sense, as a first point it is proposed that groups of volunteers can be generated to prepare themselves theoretically and practically with respect to how to pedagogically lead a sustainability project that in turn can be institutionalized [1]. From this group of volunteers will be generated the leaders that would make possible the execution of the model, once institutionalized. To comply with the above, it is necessary to use Information and Communication Technologies (ICT), since in addition to improving the productivity and efficiency of processes in organizations, they can also contribute to sustainable development by executing public plans and programs, driven by thinking minds that seek to establish clear guidelines that can be executed in the short, medium and long term [2]. To achieve success in the leadership of the institutionalization of the model, it will depend on the educational practices developed as part of the teacher training process, considering the 17 sustainable development objectives proposed by UNESCO [3

Teaching experience in university students using social networks

Social networks, specifically Facebook and Twitter, are currently one of the most mainstream forms of media in the world. Yet, its educational use for the dissemination of knowledge is not significantly evident. Under this premise, this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction and socialization of knowledge. In this sense, the research presented aims to identify the experience and opinion of students regarding the influence of this strategy in achieving their learning. The quantitative methodology was applied through the application of a survey of students who participated and realized the importance of socialization of knowledge. The results showed favourable opinions regarding the use of these networks, highlighting the benefits of mobile learning as a way to streamline the training process. This proposal is to continue this type of strategy to promote flexible teaching-learning option