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 13
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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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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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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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Learning Experiences about Food Supply Chains Disruptions over the Covid-19 Pandemic in Metropolis of Latin America

2021 , Salinas-Navarro, David Ernesto , Alanis-Uribe, Alejandra , Da Silva-Ovando, Agatha Clarice

The COVID-19 pandemic changed education by disrupting activities and interactions among all stakeholders. However, this event also opened new possibilities, as in higher education, to explore the future implications of the pandemic for learning purposes. One possibility is about the study of supply chains where delivery times and product quality were affected during the sanitary emergency. One essential category of goods strongly affected is food concerning availability, accessibility, and affordability because of physical limitations, mandatory ordinances, or deficient infrastructure. This situation interrupted supply chains affecting food provision and procurement across different social groups and locations, especially in disadvantaged or poor communities or countries. Accordingly, this work explores, from the perspective of Industrial Engineering education, the effects of the pandemic on food supply as relevant learning experiences about relevant contemporary issues. Learning experiences can refer to present difficulties in food supply during the pandemic; however, other possibilities might exist to improve food security in the future. Thus, a study of the pandemic situation in Latin America has been implemented about food supply. An online survey using internet social networks helped to collect data about people's profiles, consumption preferences, and shifts in food demand and supply over the pandemic in the two main conurbations of Mexico and Bolivia. Data analysis studied the impact on distinct age groups, locations, and income levels. Results explore consequences in the food provision because of increasing delivery times, shortages, and price rises. These findings can help to conceptualize learning experiences to strengthen food security in urban areas. ©The authors, Proquest.

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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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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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Social Lab for Sustainable Logistics: Developing Learning Outcomes in Engineering Education

2019 , Salinas-Navarro, David Ernesto , Rodríguez Calvo, Ericka Zulema

A frequent problem in the education of engineering students refers to recognizing the relevance of learning outcomes beyond curriculum or academic content. This work explores students undertaking learning experiences within a Social Lab setting related to sustainable logistics to increase their appreciation and value of studies in the discipline. ©The authors, Springer.

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Expanding the Concept of Learning Spaces for Industrial Engineering Education

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

A common problem in higher education consists of students not recognizing relevance in their studies for realworld applications and their future professional careers. This commonly refers to a lack of connection of learning contents and activities with pertinent real-life situations and the type of educational model in which students are immersed. This difficulty might be approached by incorporating learning experiences into the learning process expanding the concept of learning spaces beyond the common idea of locations where learning occurs. A method is presented to design learning spaces from this perspective making an adaptation of the Soft Systems Methodology (SSM). Two instances of learning spaces for Industrial Engineering education are presented to exemplify the use of the method. ©The authors, IEEE.

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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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Gamification and Self-Directed Learning

2020 , Pacheco, Ernesto , Palma, Jaime , Salinas-Navarro, David Ernesto , Arana, Ivan

Gamification is a learning technique that transfers game mechanics to the educational environment in order to achieve better learning results, change participants' attitudes towards the learning process, develop knowledge and student skills. One of the advantages of using gamification is that motivates students to investigate and design strategies in order to achieve a better performance in the game. There are many studies that highlight the different benefits of using gamification in the classroom, among some of these benefits gamification improves student participation, motivation and commitment, encourages more collaboration between students, increases content understanding, among others. On the other hand, it is necessary to understand that the paradigm of employers has changed. Companies today need more flexible people, with different skills, with the ability to "learn to learn". This skill is essential to cope with the complexity of interactions that people frequently face. This is why many companies prefer to have employees who manage their time and achieve results independently (without the direction of supervisors, trainers, or educators). Day by day it is more important that people develop the ability to acquire new skills, new knowledge and self-management. For the past two years, with other colleagues in the logistics area at our university, we have worked on designing a course based on an online game called Logistic Simulator (or LOST, for short). The intention of the game is that students can acquire knowledge in an easy and fun way. To improve their performance in the game, they must investigate and learn different topics of the course on their own, and even investigate content that is not found within the syllabus. This study aims to point out how gamification influences the student's perception of self-directed learning. The study shows that students significantly change their perception of some of the areas related to their participation and the degree of responsibility they have for their own learning, in particular, students improve their abilities in the search for information, autonomy and self-management. ©The authors.

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