Browsing by Author "Ruiz-Cantisani M.I."

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    Design Process of Extended Reality Educational Resources in Engineering: A Comparison of Three Cases in Latin American Universities
    (HUMANA PRESS INC, 2022) Lara-Prieto V.; Ruiz-Cantisani M.I.; Ramirez-Robles L.A.; Mourgues C.; Pinzon-Salcedo L.A.; Bernal-Alvarado J.
    © 2022 IEEE.The Covid-19 pandemic demanded educators to explore new methods to provide their students with practical activities, despite the lockdown measures around the world. The use of Extended Reality (XR) technology, which includes Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), offers special tools to transform the learning experience in engineering education with immersive environments. This study presents a comparison of the process followed to design XR resources for engineering education applications at three different universities in Latin America. The motivation of this work is to share the design experience, as well as the lessons learned and recommendations for educators that are looking into adopting XR technology in their courses. Even though the group of professors worked together along the project, the design of the immersive experience and the XR resource was different for each university according to its specific context and needs. The design process comprises the resource conceptual definition, the technological development, and the final product with academic use. The three design processes were compared to identify lessons learned, best practices, and recommendations for future XR resources in engineering education. XR technologies have a great potential in engineering education closing the gap between the classroom and the real-life practice using the principles of educational innovation.
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    International collaboration between Latin American universities towards educational innovation in engineering: Case study
    (HUMANA PRESS INC, 2021) Ruiz-Cantisani M.I.; Lara-Prieto V.; Lima-Sagui F.D.C.; Mourgues C.; Pinzon-Salcedo L.A.
    © 2021 ACM.Collaboration between universities has become a driving force to develop and promote a culture of educational innovation with technology and innovative pedagogical strategies. This research exposes the case study of three Latin American universities that seek to identify problems or educational situations to be addressed and developed innovation proposals in exploring in the solution, through an international collaborative initiative with teams of research professors focused on developing educational innovations that inspire and train future professionals. The case study methodology has three phases: 1) case design, 2) case description and 3) case evaluation. The case is analyzed from two perspectives: international initiative managers and the faculty who collaborate in research with their colleagues from other universities using the funds for the awarded projects. The challenges presented are many: from the generation of faculty teams, communication and collaboration at a distance, differences in structure and schedules between universities, and more. However, the benefits have been equally many as synergies have been created not only between universities and within the institutions themselves, but also with companies; another benefit is the learning and knowledge generated by the collaboration is impacting the students, who are the ultimate goal and inspiration of all academic endeavors.