Robots for mass education in Mexican institutions - Observatory

Robots for mass education in Mexican institutions – Observatory

The advocacy was launched nationwide on the condition that the people were university students of legal age. The first phase of the educational process involved 25 students from 12 different campuses from six universities in Mexico. The University of Guadalajara, the Tecnologico de Monterrey, the Universidad Michoacana de San Nicolás de Hidalgo, the Tecnologico Nacional de México, the Universidad de Colima and the Universidad Autónoma de Aguascalientes were present in the virtual modality of the workshops, comprising 77% of the participants.

To measure the impact of the project, we used five redesigned tools to obtain both qualitative and quantitative data: 1) pre-test and post-test, 2) observation scale, 3) satisfaction survey, 4) sentiment analysis, and 5) usability exploratory study. The first analysis of these tools yielded positive results in interactions, revealing high levels of participant interest, increased understanding and retention of concepts addressed, positive feedback, and appreciation for space provided during the study.

The latter serves as an encouraging invitation to create such spaces within the classroom because attendees They were satisfied with the interaction in the space where sexual and gender diversity issues were addressed In a satisfaction survey and in person at the end of the workshops. The openness of interactions was healthy and allowed participants not only to feel appreciated but also to identify concepts for learning and to contribute to the teaching process.

reflection

Continuous preparation to adapt to new technologies and educational content must go hand in hand with a readiness for diversity. Why not standardize these tools to improve inclusive learning processes? Educators have primary responsibility in educational processes, so readiness for diversity should be an important topic when interacting with new generations of students. As human beings in dynamic societies, we are experiencing constant changes. It is not enough to be experts in our fields of knowledge; Our roles in the classroom must include a global perspective, reflecting our institutions’ intentions to be examples of preparation and objectivity.

The work presented in this article is a proposal for implementation Social robots that help us tackle still unknown problems in the classroom in many places in Mexico and the world, leading to inclusion and positive responses from people who attend the workshops. However, this proposal is only one of many ways in which we can create spaces for dialogue. As educators, we have a lot of work to do in creating different dynamics to make sure that everyone within our classrooms feels safe. Just as we constantly prepare ourselves to deliver the best in our classes and adapt the best educational technologies, we must prepare ourselves for issues of diversity and inclusion in the new world.

About the author

Christian Fernando Lopez Orozco (A01631685@tec.mx) is a recent graduate of the Master of Engineering Science program at Tecnologico de Monterrey, Mexico City Campus. This article is part of a thesis work entitled “Technological Approach to Inclusive Education in Mexican Institutions: The NAO Robot as a Tool for Sexual and Gender Diversity Education.”

Thesis advisors

Dr.. Edgar Omar Lopez Codana (edlopez@tec.mx). Institute for the Future of Education, Tecnologico de Monterrey.

Dr.. Pedro Ponce Cruz (pedro.ponce@tec.mx). Faculty of Engineering and Science, Tecnologico de Monterrey.

Robotics “NAO TEAM, CCM” from Tecnologico de Monte


#Robots #mass #education #Mexican #institutions #Observatory

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