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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ORCID
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57208908312

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Now showing 1 - 10 of 40
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The resonance of Mike Jackson's work with the use of systems ideas in community operational research

2024 , Rebecca J. M. Herron , Zoraida Mendiwelso Bendek , Salinas-Navarro, David Ernesto , Eliseo Vilalta‐Perdomo , Miles W Weaver

AbstractThe body of work of Mike Jackson covers several major themes in OR/Systems Thinking and articulates key aspects of Critical Systems Thinking; with an interest throughout in applications to complex social challenges. In this paper, as a direct response to this Festschrift, and acknowledging his contribution to Community OR, five active UK‐based researchers have engaged in their own process of community‐based learning in order to articulate the ways Jackson's work resonates with their contemporary research and practice. The researchers used a variation of the Delphi method to reflect first on the ways that the body of work of Jackson resonated with their practice and research agendas. This produced a framework of ideas. Examples from the UK and overseas are then provided to illustrate these points. Ultimately, the researchers used these experiences and reflections to produce a series of statements for developing Community OR practice (and theory)—reflecting and extending Jackson's work.

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Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment

2024 , Salinas-Navarro, David Ernesto , Vilalta-Perdomo, Eliseo , Michel-Villarreal, Rosario , Montesinos, Luis

The emergence of generative artificial intelligence (GenAI) requires innovative educational environments to leverage this technology effectively to address concerns like academic integrity, plagiarism, and others. Additionally, higher education needs effective pedagogies to achieve intended learning outcomes. This emphasizes the need to redesign active learning experiences in the GenAI era. Authentic assessment and experiential learning are two possible meaningful alternatives in this context. Accordingly, this article investigates how GenAI can enhance teaching and learning by constructively addressing study situations beyond conventional learning approaches and cultivating high-order skills and knowledge acquisition. This study employs thing ethnography to examine GenAI tools’ integration with authentic assessment and experiential learning and explore implementation alternatives. The results reveal insights into creating human-centered and GenAI-enhanced learning experiences within a constructive alignment. Specific examples are also provided to guide their implementation. Our contributions extend beyond the traditional use of GenAI tools as mere agents-to-write or agents-to-answer questions to become agents-to-support experiential learning for authentic assessment. These findings underscore the transformative role of GenAI tools in enhancing teaching and learning efficacy and effectiveness. The limitations in treating GenAI tools as subjects in thing ethnography are acknowledged, with potential for future implementation evaluation. ©The authors, MDPI.

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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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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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Implementing a challenge-based learning experience in a bioinstrumentation blended course

2024 , Santos-Díaz, Alejandro , Montesinos, Luis , Barrera-Esparza, María , Perez-Desentis, Maria del Mar , Salinas-Navarro, David Ernesto

Background: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. Methods: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. Results: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. Conclusion: This work provides an effective instance of CBL for BME education to improve students’ learning experience despite decreased resource efficiency. Our claim is supported by the student’s performance and the positive feedback from our industrial partner. © The authors, BMC Medical Education.

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Empowering Nanostores for Competitiveness and Sustainable Communities in Emerging Countries: A Generative Artificial Intelligence Strategy Ideation Process

2024 , Salinas-Navarro, David Ernesto , Eliseo Vilalta-Perdomo , Rosario Michel-Villarreal

This exploratory study investigates Generative Artificial Intelligence’s (GenAI) use in strategy ideation for nanostores—i.e., small independent grocery retailers—to enhance their competitiveness while contributing to community sustainability. Nanostores, particularly in emerging countries, face intense competition and rapidly changing trends. These stores adopt various strategies by leveraging their proximity to consumers in neighbourhoods, resulting in different business configurations. While the existing literature highlights the broader nanostores’ functions, there is limited research on how they may develop comprehensive strategies to face their challenges. By employing a thing ethnography methodology, this work proposes GenAI thing interviewing—i.e., with ChatGPT 3.5 and Microsoft Copilot—through incremental prompting to explore potential strategy ideation and practices. Key findings suggest GenAI conversations can aid shopkeepers in strategy ideation through human-like written language, aligning with small business dynamics and structures. This proposition results in a GenAI ideation framework for strategy generation and definition. Moreover, this technology can enhance nanostore competitiveness and sustainability impact by enacting improved strategy practices in stakeholder engagements. Accordingly, this work’s main contribution underscores a GenAI-enabled conversational approach to facilitate nanostores’ strategy ideation and embedding in everyday business operations. Future work must address the limitations and further investigate GenAI’s influence on human understanding and technological creation, strategy ideation, adoption, and usability in nanostores.

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Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT

2023 , Michel-Villarreal, Rosario , Vilalta-Perdomo, Eliseo , Salinas-Navarro, David Ernesto , Thierry-Aguilera, Ricardo , Gerardou, Flor

ChatGPT is revolutionizing the field of higher education by leveraging deep learning models to generate human-like content. However, its integration into academic settings raises concerns regarding academic integrity, plagiarism detection, and the potential impact on critical thinking skills. This article presents a study that adopts a thing ethnography approach to understand ChatGPT’s perspective on the challenges and opportunities it represents for higher education. The research explores the potential benefits and limitations of ChatGPT, as well as mitigation strategies for addressing the identified challenges. Findings emphasize the urgent need for clear policies, guidelines, and frameworks to responsibly integrate ChatGPT in higher education. It also highlights the need for empirical research to understand user experiences and perceptions. The findings provide insights that can guide future research efforts in understanding the implications of ChatGPT and similar Artificial Intelligence (AI) systems in higher education. The study concludes by highlighting the importance of thing ethnography as an innovative approach for engaging with intelligent AI systems and calls for further research to explore best practices and strategies in utilizing Generative AI for educational purposes. ©The authors.

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Transdisciplinary experiential learning in biomedical engineering education for healthcare systems improvement

2023 , Montesinos, Luis , Salinas-Navarro, David Ernesto , Santos-Diaz, Alejandro

Background: The growing demand for more efficient, timely, and safer health services, together with insufficient resources, put unprecedented pressure on health systems worldwide. This challenge has motivated the application of principles and tools of operations management and lean systems to healthcare processes to maximize value while reducing waste. Consequently, there is an increasing need for professionals with the appropriate clinical experience and skills in systems and process engineering. Given their multidisciplinary education and training, biomedical engineering professionals are likely among the most suitable to assume this role. In this context, biomedical engineering education must prepare students for a transdisciplinary professional role by including concepts, methods, and tools that commonly belong to industrial engineering. This work aims to create relevant learning experiences for biomedical engineering education to expand transdisciplinary knowledge and skills in students to improve and optimize hospital and healthcare care processes. Methods: Healthcare processes were translated into specific learning experiences using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. This model allowed us to systematically identify the context where learning experiences were expected to occur, the new concepts and skills to be developed through these experiences, the stages of the student’s learning journey, the resources required to implement the learning experiences, and the assessment and evaluation methods. The learning journey was structured around Kolb’s experiential learning cycle, which considers four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Data on the student’s learning and experience were collected through formative and summative assessments and a student opinion survey. Results: The proposed learning experiences were implemented in a 16-week elective course on hospital management for last-year biomedical engineering undergraduate students. Students engaged in analyzing and redesigning healthcare operations for improvement and optimization. Namely, students observed a relevant healthcare process, identified a problem, and defined an improvement and deployment plan. These activities were carried out using tools drawn from industrial engineering, which expanded their traditional professional role. The fieldwork occurred in two large hospitals and a university medical service in Mexico. A transdisciplinary teaching team designed and implemented these learning experiences. Conclusions : This teaching-learning experience benefited students and faculty concerning public participation, transdisciplinarity, and situated learning. However, the time devoted to the proposed learning experience represented a challenge. ©The authors, BMC Medical Education.

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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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Situational Awareness Errors in Forklift Logistics Operations: A Multiphase Eye-Tracking and Think-Aloud Approach

2024 , Arias Portela, Claudia Yohana , Jaime Mora-Vargas , Martha Caro , Salinas-Navarro, David Ernesto

Background: This study explores forklift operators’ situational awareness (SA) and human errors in logistic operations using a multiphase approach as an innovative methodology. Methods: Ethnography, eye tracking, error taxonomy, and retrospective think-aloud (RTA) were used to study the diverse cognitive, behavioral, and operational aspects affecting SA. After analyzing 566 events across 18 tasks, this research highlighted eye tracking’s potential by offering real-time insights into operator behavior and RTA’s potential as a method for cross-checking the causal factors underlying errors. Results: Critical tasks, like positioning forklifts and lowering pallets, significantly impact incident occurrence, while high-cognitive demand tasks, such as hoisting and identifying pedestrians/obstacles, reduce SA and increase errors. Driving tasks are particularly vulnerable to errors and are the most affected by operator risk generators (ORGs), representing 42% of incident risk events. This study identifies driving, hoisting, and lowering loads as the tasks most influenced by system factors. Limitations include the task difficulty levels, managing physical risk, and training. Future research is suggested in autonomous industrial vehicles and advanced driver assistance systems (ADASs). Conclusions: This study provides valuable insights into how we may improve safety in logistics operations by proposing a multiphase methodology to uncover the patterns of attention, perception, and cognitive errors and their impact on decision-making.

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