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 - 10 of 10
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Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0

2023 , Salinas-Navarro, David Ernesto , Garay-Rondero, Claudia Lizette , Arana-Solares, Iván Andrés

Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering problem-solving and decision-making activities, as an innovative approach to Education 4.0. Two implementation cases exemplify the digital transformation of these learning spaces in the Lean Thinking Learning Space (LTLS) for undergraduate engineering courses. The exemplification shows how students, through designing, creating and integrating digital/smart kanban systems, execute their learning activities in a DeELS. The results suggest that the students were able to satisfactorily achieve their learning outcomes through the learning experiences. Moreover, new instances of learning experiences for digital transformation were identified within the LTLS. However, future work is required regarding new instances of digital transformation learning experiences in order to make any further inferences or generalizations regarding DeELS and their contribution to competency development. ©The authors, MDPI.

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Work in Progress: Transforming laboratory learning experiences for Industrial Engineering education during the COVID-19 pandemic

2022 , Salinas-Navarro, David Ernesto , Garay-Rondero, Claudia Lizette

The COVID-19 pandemic has set instructional barriers to engineering courses because of the limited access to learning resources and infrastructure. However, there is still the need for active alternatives for high-impact learning. This work explores the transformation of laboratory courses for Industrial Engineering education using Experiential Learning under remote learning spaces. The authors explore the current alternative efforts and propose a framework to face disruptive circumstances. These ideas were further implemented in two application cases over the last year. This work contributes to the enrichment of engineering learning experiences by considering novel learning situations and contextual conditions in labwork. ©The authors, IEEE.

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Developing and Assessing Engineering Competencies at Experiential Learning Spaces

2019 , Garay-Rondero, Claudia Lizette , Rodriguez Calvo, Ericka Zulema , Salinas-Navarro, David Ernesto

This Innovative Practice Work in Progress Paper presents a contemporary proposal for engineering competencies assessment research in higher education practice, geared to pedagogy scholars, engineering faculty, recruiters and accreditation institutions, among others. This research work builds a breakthrough practice to assess disciplinary competencies within the context of a Challenge-Based Learning and Experiential Learning, in which students learn through getting involve and taking action in real manufacturing problems, creating and implementing sustainable solutions for Engineering concerns. The study presents a state of art review of Competency-based Education; then the competencies assessment methodology proposal and their experimentation approach is described by means of a specific case of study in an experiential and challenged based learning, for exemplification. Finally, implications, future work and conclusions are offered in relation to the main contributions of this work. The main intention for the methodology presented in this work is to deliver value-added feedback to students to help them in their future engineering practice as professionals and the individual blossoming of their behaviors', attitudes and values, extending with this approach the practices described in this paper to pedagogical research and educational practice from others practitioners. ©IEEE, The authors.

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Going beyond traditional approaches on industrial engineering education

2020 , Salinas-Navarro, David Ernesto , Mejia-Argueta, Christopher , Da Silva-Ovando, Agatha Clarice , Garay-Rondero, Claudia Lizette

This Research-to-Practice full paper refers to academic perspectives on educational innovation for industrial engineering education. Two common views prevail in educational innovation that turn into different results. One view refers to the use of pedagogical approaches to improve in-classroom students' learning. This is an operational perspective about teaching activities, instructional facilitation and the use of academic resources. The second view refers to educational value creation for students, educational partners, society and to improve the academic positioning of universities. However, both views complement each other and can articulate a holistic approach on educational innovation. To proceed in this direction, this work unfolds in three parts. First, a literature review illustrates the differences between the two complementary views. Second, a conceptual framework is provided to connect the two perspectives and guide further educational innovation efforts. Third, a descriptive and exploratory application case is offered to exemplify the framework at the MIT Supply Chain and Logistics Excellence (SCALE) Latin America Network for industrial engineering education. This work contributes to educational practice with a tool to reflect upon innovation efforts, identify instances and align initiatives with intended educational purposes. ©The authors, IEEE.

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Experiential Learning Spaces for Industrial Engineering Education

2019 , Salinas-Navarro, David Ernesto , Garay-Rondero, Claudia Lizette , Rodriguez Calvo, Ericka Zulema

This Research to Practice Full Paper presents an expanded conceptualization of Learning Spaces (LS) for Industrial Engineering education, by integrating Experiential Learning (EL) into relevant learning activities, in order to develop specific learning outcomes. This idea refers to Experiential Learning Spaces (ELS) that recreate intended practical activities in specific real-world contexts that contribute to students recognizing relevance in their studies. From a systemic perspective, LS might be approached in terms of the participation students, academics and other educational stakeholders actively sustain in learning experiences. This view goes beyond physical facilities, venues or virtual environments to shift attention to the domains of social interaction that support people's collective activities in a situation. This work also presents a framework to conceptualize learning experiences for active problem-solving and decision-making to support the educational practice of Industrial Engineering in ELS. An instance is presented in relation to the Social Lab for Sustainable Logistics (SLSL), in which multiple perspectives of stakeholders and situational complexity are considered to study Logistics and Supply Chain Management (LSCM) operations under sustainability constrains. This work main contribution resides in conceptualizing LS in terms of the incorporation of experiential learning into purposeful social domains of interaction as experiential learning systems. ©the authors, IEEE.

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Requirements of Challenge based Learning for Experiential Learning Spaces, an Industrial Engineering Application Case

2020 , Salinas-Navarro, David Ernesto , Garay-Rondero, Claudia Lizette

This work refers to Experiential Learning Spaces (ELS) for Challenge-based Learning (CBL) in Industrial Engineering Education, which results from the need to define `where to teach and learn' in active learning experiences. A gap in the literature exists as there is no indication for CBL learning spaces. CBL entails acting in real-life experiences to develop relevant competencies and learning outcomes. This idea defines specific requirements to translate into a structure of a concrete type of learning spaces. The traditional notion of learning spaces sticks to physical infrastructure or environments within universities, overseeing those cases in which learning occurs in locations under a different type of settings. ELS can support Experiential Learning; however, a further adaptation to the notion is required for CBL. This work offers a complementary framework to conceptualize and design spaces in these terms for Industrial Engineering. This paper also presents a descriptive application case to exemplify these ideas in the Social Lab for Sustainable Logistics at Tecnologico de Monterrey in Mexico. The main contribution of this work resides in the conceptualization and exemplification of ELS to use CBL in Industrial Engineering education where no similar alternatives exist in these terms. © The authors, IEEE.

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Experiential learning in Industrial Engineering education for Digital Transformation

2019 , Salinas-Navarro, David Ernesto , Garay-Rondero, Claudia Lizette

Digital Transformation has raised important benefits and pressures to societies in different aspects of daily life. The adoption of digital technologies demands people to develop adequate skills to capitalize on existing and future opportunities in the business and labor markets, respond to communities' needs, and help with sustainability issues. This work highlights that universities need to educate professionals with the skills to lead, manage and operate the digital change. This involves, developing in students the capacity to deliver high value contributions enriched with digital technologies to make a decisive impact on their disciplinary fields. Accordingly, Experiential Learning is referred as an effective pedagogical approach for Digital Transformation education because of the emphasis on innovation activities and active learning. An educational framework is presented to integrate different digital technologies, a structure of educational components, and strategic drivers for value delivery in organizations. The framework allows to conceptualize challenging learning experiences for Industrial Engineering education in terms of real-world digital transformation challenges to develop relevant learning outcomes. A method is also provided to conceptualize learning experiences in these terms. An instance of a learning experience is presented for the Lean Thinking Learning Space (LTLS) to exemplify the ideas of this work and provide a platform for further implementations. ©The authors, IEEE.

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Design for Inclusion and Diversity: Developing Social Competencies in Engineering Education

2020 , Garay-Rondero, Claudia Lizette , Salinas-Navarro, David Ernesto , Rodríguez Calvo, Ericka Zulema

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Experiential learning at Lean-Thinking-Learning Space

2019 , Garay-Rondero, Claudia Lizette , Rodríguez Calvo, Ericka Zulema , Salinas-Navarro, David Ernesto

This research paper presents a proposal for a learning model that extends the availability of resources for training and development of professional skills in the field of Lean Manufacturing. This research arises due to the lack and current limitations of effective teaching models for the development of professional competencies. The importance of this educational innovation proposal lies in being a unique reference frame of its type. This offers cutting-edge methods for optimization and process improvement tools, while developing general and disciplinary competencies in the area of industrial engineering. The notion of learning is presented in a context of real-world experiences to develop relevant competencies in real businesses settings for manufacturing and services. This work presents a literature review on competency-based education, experiential learning and challenge-based learning. Therefore, a background explanation of the proposed learning model and a learning space called Lean-Thinking-Learning Space are elaborated. Additionally, an experiment carried out to measure the development of competencies is showed in terms of comparing the teaching results of a course in two different learning spaces; namely, a traditional classroom and the proposed experiential learning space. The results of this investigation reflect an increase of 29% in the level of attainment of competencies observed in the experiential learning space proposed in this research work. ©2019 Springer, The authors.

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Experiential learning for sustainable urban mobility in industrial engineering education

2020 , Salinas-Navarro, David Ernesto , Garay-Rondero, Claudia Lizette

Sustainability is of high importance because of the diverse implications for humanity and its endeavors. Urban mobility is one of these cases involving different modes of moving people and freight within cities. Urban mobility is a global challenge because of the increasing numbers of the urban population, circulating vehicles, and poor-air quality, in addition to the effects on people's well-being, equality, and accessibility, among others. Improving urban mobility should involve the sustainability of cities and communities. From an educational perspective, professionals demand universities to educate for this type of challenge. Accordingly, relevant competencies in students require alternatives to deal with these issues in their present and future professional life. This work proposes to create learning experiences for industrial engineering education based on experiential learning for this purpose, mapping real-life situations onto students' learning activities. For this purpose, this work offers a conceptual framework on sustainable urban mobility to develop learning experiences with an impact on transportation, accessibility, and connectivity. An application case exemplifies the use of the framework in a mobility conflicted zone in Mexico City. This work advances in bringing a relevant topic into industrial engineering education and contributes to the study of sustainable urban mobility from this discipline. ©The authors, IEEE.

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