Examinando por Autor "Rodriguez, A."
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Ítem Artefactos: Diseño Conceptual(Fondo Editorial Universidad EAFIT, 2003-01-01) Rodriguez, A.; Rodriguez, A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasEste libro se ordena mediante capítulos que introducen gradualmente al lector en el conocimiento de los Artefactos Técnicos. Cada capítulo se estructura alrededor de uno o más conceptos .Ítem An innovation model in curriculum design for teaching engineering at universidad EAFIT(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Zea, C.M.; Rodriguez, A.; Bueno, N.A.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesConstant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others. © 2014 IEEE.Ítem An innovation model in curriculum design for teaching engineering at universidad EAFIT(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Zea, C.M.; Rodriguez, A.; Bueno, N.A.; Zea, C.M.; Rodriguez, A.; Bueno, N.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasConstant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others. © 2014 IEEE.Ítem Investment strategies in the Latin American agri-business sub-sectors of agricultural commodities, biofuels and meat chains(Emerald Group Publishing Ltd., 2018-01-01) Saravia-Matus, S.; Saravia Matus, J.; Sotomayor, O.; Rodriguez, A.; Saravia-Matus, S.; Saravia Matus, J.; Sotomayor, O.; Rodriguez, A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasPurpose The purpose of this paper is to review and examine the recent investment trends of firms operating in the food, feed and biofuel production and processing sectors in Latin America. The inter-related nature of these three sub-sectors and the great expansion they have gone through in the last decade showcases a series of socioeconomic and environmental policy challenges thus making it relevant to identify their different business models through a typology. Design/methodology/approach The paper first presents an unprecedented literature review based on field observations and media coverage of agri-business strategies of the food, feed and biofuel production in the region. It then moves to an in-depth analysis of investment operations that serve to classify such firms into a business model typology considering degree of internationalization and integration. The typology is a useful mechanism to enhance public policy analysis and uncover market or government incentives behind business decisions. Findings By focusing on investment strategies, the paper illustrates how both market and government incentives shape and affect the performance and consolidation of different players in the food, feed and biofuel sub-sectors in Latin America. The resulting effects have strong economic as well as social and environmental implications because such economic activities have an impact on global food and energy security. Research limitations/implications Limitations include a reliance on largely qualitative evidence and research methods due to unavailability of consistent numerical data in these specific agri-business sub-sectors. Originality/value This paper is unique in its focus on business models in a particularly relevant set of agri-business sub-sectors in Latin America and its implications to promote investment and innovation in value chain development while considering regional-specific challenges.Ítem Mecanismos en aparatos(Editorial EAFIT, 2009-01-01) Rodriguez, A.; Pineda, F.; Rodriguez, A.; Pineda, F.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de MáquinasEste texto presenta los Mecanismos desde dos perspectivas. La primera tiene que ver con su título, haciendo referencia a la aplicabilidad en general de las teorías que a ellos se asocian.