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Implementation of a Challenge-Based Learning Model for Higher Education Under a Modular Education System: A Case Study
(IEEE, 2024)
Da Silva-Ovando, Agatha Clarice
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Olivares Quintana, Oscar Saúl
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Chong, Mario
As student profiles and industry expectations modify, universities must advance learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has developed experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduate curricula. One example of the CBL experiences was developed by the Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), for the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, students widely accepted the methodology, and academics from all disciplines in the university were trained to replicate CBL experiences in their classrooms. Moreover, the CBN found the opportunity to hire new talent, receive a fresh perspective on recurrent operational issues, and find new ideas based on theoretical concepts. This work exemplifies innovative approaches to enhance teaching and learning in supply chain management and logistics education. ©The authors ©IEEE.
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A Framework for Educational Innovation in Logistics and Supply Chain Management, a Research Agenda
(IEEE, 2022)
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Da Silva Ovando, Agatha Clarice
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Mejia Argueta, Christopher
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Chong, Mario
This work presents a conceptual framework for educational innovation within Logistics and Supply Chain Management (LSCM) to develop relevant learning experiences in the discipline. Nowadays, education is shifting from traditional passive approaches in which students listen and see into active settings involving learn-by-doing real-life experiences to develop appropriate competencies. LSCM educational innovation commonly refers to fragmented aspects such as the appropriateness of contents or specific teaching methods; however, the educational model transformation has little attention and the recognition of a high pertinent and engaging learning. Therefore, we presented a comprehensive framework for educational innovation to define a structure of educational components to recreate active learning experiences. Finally, we described the implementation of this framework, the progression within the MIT SCALE Network in Latin America, and insights for future work. ©The authors, IEEE.
Scopus© Citations 1 5
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Design a challenge-based learning model for higher education, an application in a beverage company
(IEEE, 2022)
Da Silva-Ovando, Agatha Clarice
;
Olivares Quintana, Oscar Saúl
;
;
Chong, Mario
As the students’ profile and the industry’s expectations change over time, universities must adopt learning methodologies to deliver more suitable graduates to the labor market. The Universidad Privada Boliviana (UPB) has been developing experiential learning practices by implementing challenge-based learning (CBL) to enrich undergraduates’ curricula. One example reflected in the CBL experiences developed by Taquiña Brewery, one of the five breweries of the Cervecería Boliviana Nacional (CBN), and the Industrial and Systems Engineering Department of the UPB between 2018 and 2019. As a result, the students widely accepted the methodology, and academics from all disciplines were trained to replicate CBL experiences in their classrooms. While CBN found the opportunity to hire new talent, receive a fresh perspective on recurrent operational issues, and find new ideas based on theoretical concepts. This work contributes to the exemplification of innovative approaches to enhance the teaching and learning of Supply Chain Management and Logistics. ©The authors, IEEE.
Scopus© Citations 2 8
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Reflexiones desde la práctica docente: experiencias de aprendizaje para la educación en ingeniería industrial en la pospandemia
(Universidad del Pacífico, 2022)
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Da Silva Ovando, Agatha Clarice
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Mejía-Argueta, Christopher
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Chong, Mario
One of the main challenges that the COVID-19 pandemic brought was the continuity of education. In this context, this work focuses on analyzing the practice of higher education in the discipline of Engineering and its related academic programs with a future perspective, motivated by the limitations and challenges imposed by the pandemic. To ensure high-quality education, it was relevant to give continuity to the education of students, maintaining active, experiential, student-centered learning experiences that are relevant to developing their skills, despite their remote interaction and frequent technological deficiencies. and educational resources. Thus, this work proposes a conceptual scheme to guide the design and reflection of learning experiences with a post-pandemic perspective. This scheme is composed of six dimensions of innovation and educational leadership for higher education: environment, impact and linkage, educational models and value chain, educational strategies, teaching formats, infrastructure and learning resources, accreditations and learning evaluation. Additionally, this document presents initiatives that exemplify this effort within the MIT Supply Chain And Logistics Excellence network for Latin America and the Caribbean (MIT SCALE LAC), led by the Center for Transportation and Logistics from the Massachusetts Institute of Technology. These initiatives refer to learning experiences in universities in Bolivia, Mexico, and Peru that have sought to maintain active learning in the context of the pandemic, with a link to the contemporary challenges of organizations, communities, and the society in general in which they live. students immersed. ©The authors, Revista Apuntes.
Scopus© Citations 5 24
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Workshop: Learning experiences for educational leadership and innovation in engineering education
(IEEE, 2023)
Da Silva Ovando, Agatha Clarice
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Chong, Mario
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Higher education requires responding to contemporary challenges and future trends that face humanity by equipping students with new skills that allow for their personal and professional development. Therefore, universities should promote educational leadership and innovation to enrich learning experiences with novel methods and approaches that advance the education they provide. This workshop offers a framework for reflecting upon and identifying those aspects that can help (re) shape learning experiences in these terms. Participants will conduct discussions about their views on current challenges, learning experiences, educational leadership, and innovation, and find alternatives to advance engineering education in delivering high-impact value to students, organizations, and societies in general. ©The authors, IEEE.
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Educational innovation in supply chain management and logistics for active learning in Latin America
(Emerald, 2023)
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Pacheco-Velazquez, Ernesto
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Da Silva Ovando, Agatha Clarice
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Mejia-Argueta, Christopher
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Chong, Mario
Purpose: This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field. Design/methodology/approach: This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning. Findings: The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts. Research limitations/implications: The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation. Practical implications: The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students. Social implications: The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches. Originality/value: This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.
Scopus© Citations 2 2

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