Salinas-Navarro, David Ernesto
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Salinas-Navarro, David Ernesto
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Salinas Navarro, David Ernesto
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Salinas, David
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Salinas Navarro, David
Salinas Navarro, D. E.
Salinas Navarro, Ernesto
Salinas Navarro, E.
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57208908312

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Now showing 1 - 6 of 6
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Educational innovation in supply chain management and logistics for active learning in Latin America

2023 , Salinas-Navarro, David Ernesto , Pacheco-Velazquez, Ernesto , Da Silva Ovando, Agatha Clarice , Mejia-Argueta, Christopher , 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.

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A Framework for Educational Innovation in Logistics and Supply Chain Management, a Research Agenda

2022 , Salinas-Navarro, David Ernesto , Da Silva Ovando, Agatha Clarice , Mejia Argueta, Christopher , 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.

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(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations

2024 , Salinas-Navarro, David Ernesto , Pacheco-Velazquez, Ernesto , Da Silva Ovando, Agatha Clarice

Introduction: Disruptive uncertain events often necessitate universities to abruptly shift from face-to-face to remote online learning, posing challenges to instructional quality and learning outcomes. Remote online instruction may lack social interaction, educational resources, and practical activities, hindering effective learning. Methods: This study presents an experiential learning framework designed to foster active learning experiences amidst disruptive uncertain events. The framework incorporates such events as study situations to enhance student motivation and engagement. A methodology for designing learning experiences is proposed, with a focus on incorporating real-world disruptions into educational settings. Results: A case study is presented, detailing the implementation of the framework in supply chain management and logistics education at a private university in Bolivia, amidst the COVID-19 pandemic. Results indicate that the novel learning experience positively impacted student motivation and engagement, facilitating the achievement of learning outcomes. Discussion: The initial implementation suggests that the novel learning experience positively impacted student motivation and engagement while achieving their intended learning outcomes. However, further instances of utilizing the proposed framework are necessary to ascertain its generalizability and effectiveness across diverse contexts and situations. Identifying similarities or invariances will help validate the applicability of this approach in different educational settings affected by disruptive uncertain events.

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Workshop: Learning experiences for educational leadership and innovation in engineering education

2023 , Salinas-Navarro, David Ernesto , Da Silva Ovando, Agatha Clarice , Chong, Mario

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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Experiential Learning Labs for the Post-COVID-19 Pandemic Era

2024 , Salinas-Navarro, David Ernesto , Da Silva Ovando, Agatha Clarice , Palma-Mendoza, Jaime Alberto

The post-pandemic era shaped by COVID-19 has compelled universities to reimagine their learning experiences, adapting to new educational requirements and heightened expectations. However, this transformation brings forth novel pedagogical requirements and learning limitations. In today’s educational landscape, learners seek active and relevant learning experiences that seamlessly integrate interactivity, crisis awareness, and global challenges tied to a resilience and sustainability perspective. To address this imperative, our work introduces an experiential learning lab to articulate Kolb’s experiential learning cycle and authentic assessment principles. By incorporating real-world events as study scenarios, higher-order skill challenges, and self-regulated learning in alignment with reflective and practical activities, we aim to enhance students’ engagement and learning relevance. To illustrate practical implementation, we propose a case study methodology regarding an experiential learning lab for operations management education. Specifically, we delve into a case study centred around the Social Lab for Sustainable Logistics, involving a circular economy challenge as a learning experience during the post-COVID-19 pandemic. Preliminary results indicate that the experiential learning lab helped to create the learning experience in alignment with intended learning outcomes. However, further instances of such learning experiences are necessary to explore the contribution and applicability of the lab across diverse settings and disciplines.

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Reflexiones desde la práctica docente: experiencias de aprendizaje para la educación en ingeniería industrial en la pospandemia

2022 , Salinas-Navarro, David Ernesto , Da Silva Ovando, Agatha Clarice , Mejía-Argueta, Christopher , Chong, Mario

Uno de los principales retos que trajo consigo la pandemia de COVID-19 fue dar continuidad a la educación. En ese contexto, este trabajo se enfoca en la práctica de la educación superior en la disciplina de Ingeniería y sus programas académicos afines con una perspectiva a futuro, motivado por las limitaciones y retos impuestos por la pandemia. Frente a ello, surgió la interrogante de cómo mantener experiencias de aprendizaje activo, vivencial, centradas en el estudiante, y que sean relevantes para desarrollar sus competencias, a pesar de su interacción remota y las frecuentes carencias tecnológicas y de recursos educativos. Así, este trabajo propone un esquema conceptual para guiar el diseño y reflexión de experiencias de aprendizaje con una perspectiva pospandémica. Este esquema está compuesto por seis dimensiones de la innovación y liderazgo educativo para la educación superior: entorno, impacto y vinculación; modelos educativos y cadena de valor; estrategias educativas; formatos de enseñanza, infraestructura y recursos de aprendizaje; acreditaciones; y evaluación del aprendizaje. Adicionalmente, este documento presenta iniciativas que ejemplifican este esfuerzo dentro de la MIT Supply Chain And Logistics Excellence network en Latinoamérica y el Caribe (MIT SCALE LAC) liderada por el Centro de Transporte y Logística del Massachussetts Institute of Technology. Estas iniciativas refieren experiencias de aprendizaje en universidades de Bolivia, México y Perú que han buscado mantener el aprendizaje activo en el contexto de la pandemia, con un vínculo hacia los desafíos contemporáneos de las organizaciones, las comunidades y la sociedad en general en la que viven inmersos los estudiantes. ©Los autores, Revista Apuntes.

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