ABSTRACT
The appearance of COVID 19 caused the closure of many higher education institution facilities across the world and Mexico was no exception. This situation interrupted normal teaching and learning activities, fostering the search and development of tools which can guarantee the continuation of learning and teaching activities. Accordingly, this article describes the need for a tool to support learning activities within the context of a challenge-based learning approach. Consequently, after a search for an existing tool it was decided to design a tool suitable for competence development through challenge-based learning. Thus, a mobile app named Klever 21 was designed and released as a test version for this purpose. Additionally, this mobile app is associated with a web platform to aid project management and student competence evaluations. This article describes the main features of Klever 21 which is currently being tested at Tecnologico de Monterrey. This technology represents an evolution of mobile app technologies to face disruptive situations in higher education institutions. © 2021 IEEE.
ABSTRACT
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.
ABSTRACT
This research presents a novel methodology and instructional, curricular design for the Cyber-Physical Systems and Human Factors Engineering course for an Industrial Engineering program in Higher Education. The research proposal offers a Competency-Based Education Model, Challenge-based Learning, and Experiential Learning design to create a curricular adaptation to prepare the future workforce for Industry 4.0, driven by digital technologies and strengthening the structure of Education 4.0 in pandemic times. The curricular design was explored and implemented in a national Industrial Engineering virtual course in five different facilities of a Higher Education Institution. Five professors participated in the exploratory study with 265 students in four country regions. The quantitative analysis provided positive findings regarding knowledge delivery and student competency development, confirming the good practices and standards in the proposed curricular design methodology. The final student evaluation results for the course have been favorable. They emphasized the importance of developing skills and knowledge about the enablers and components of Industry 4.0, such as Cyber-Physical-Systems and machine learning. Moreover, they remarked on the importance of human factors to develop a more sustainable society. The research contributes new ideas and perspectives for professors and instructional designers to shape the future of Higher Education. Furthermore, these new research paradigms for competencies in educational innovation shape the emerging virtual and hybrid educational practices in the COVID-19 pandemic and post-pandemic era.