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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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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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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