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Ítem Colombia's cyberinfrastructure for biodiversity: Building data infrastructure in emerging countries to foster socioeconomic growth(Wiley Open Access, 2019-12-22) De Vega, Jose J.; Davey, Robert P.; Duitama, Jorge; Escobar, Dairo; Cristancho, Marco A.; Etherington, Graham J.; Minotto, Alice; Pineda J.D.; Correa Alvarez J; Camargo, Anyela V.; Haerty, Wilfried; Mallarino, Juan P.; Barreto, Emiliano; Fuentes, Narcis; Di, Federica; Universidad EAFIT. Departamento de Ciencias; Biodiversidad, Evolución y ConservaciónScience and innovation are not a luxury but a prerequisite for social and economic development (Annan, 2003).Ítem EAFIT exalta la labor de sus científicos(Universidad EAFIT, 2023-03-27) Sossa, Felipe; Universidad EAFITEl Premio Anual de Investigación 2022 reconoció la trayectoria y las labores de cinco docentes investigadores de la Universidad EAFIT, cuyas contribuciones trascienden la académica e impactan a la sociedad.Ítem Editorial La ciencia en el corazón de todos(Universidad EAFIT, 2023-03-27) Copete Villa, Antonio; Universidad EAFITLa transformación del sistema de Cienica, Tecnología e Innovación se fundamenta en una concepción integral de las actividades que lo integran: Investigación, Desarrollo Tecnológico e Innovación, Apropiación Social del Conocimiento y Formación en CTeI, las cuales buscamos que se articulen de una manera horizontal e interdependiente, pues nuestro éxito en la investigación científica necesariamente dependerá del éxito integral de las demás.Ítem Incomprendidos - Editorial Revista Universidad EAFIT Descubre y Crea Vol. 58 No. 179(Universidad EAFIT, 2024-08-23) Copete Villa, Antonio; Universidad EAFITÍtem An Innovation Model in Curriculum Design for Teaching Engineering at Universidad EAFIT(IEEE, 2014-01-01) Zea, Claudia M.; Rodriguez, Alberto; Bueno, Natalia 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.Ítem Intercambios horizontales y bidireccionales: Apropiacion Social del Conocimiento(Universidad EAFIT, 2023) Cadena-Gaitán, Carlos; Gómez Galvis, Javier; Luján Sáenz, Juan Carlos; Flórez Muñoz, María Camila; Caicedo Alarcón, Óscar; López Otálvaro, Catalina; Lafaurie López, Laura; Zuluaga Cosme, Shirley Milena; Galvis Bravo, Susana; Patiño Orozco, Agustín; González, Ana María; Universidad EAFITÍtem Memorias Laboratorio de co-creación de Apropiación Social del Conocimiento (ASC) 2022(Red de Apropiación Social del Conocimiento (RedASC), 2022) Red de Apropiación Social del Conocimiento (RedASC); Red de Apropiación Social del Conocimiento (RedASC)Ítem La motivación en equipos de ventas .Plan de motivación(Universidad EAFIT, 15/06/2008) Gabriel Jaime Soto Jaramillo; Jaime Alberto Raigosa Bohórquez; Universidad EAFITÍtem Por una transición energética responsable(Universidad EAFIT, 2023-03-27) Younes, Camilo; Universidad EAFITRetos y desafíos de la transición energética justa en Colombia a través de la apropiación social del conocimiento. Ecosistema Científico Energética 2030 como un ejemplo a seguir.Ítem Science Projects: a Space for Debate and Knowledge Construction(Universidad EAFIT, 2015-11-01) Suárez Giraldo, Wilder Fernando; ColaboradorÍtem Sobre un curso de sociología general(Universidad EAFIT, 2016-06-27) Silva, RenánÍtem Sustainable consumption in tourism: an approach to its state of knowledge(Universidad EAFIT, 2020-12-07) Velázquez Castro, Judith Alejandra; Cruz-Coria, Erika; Ramírez-Godínez, Juan; Vargas-Martínez, Elva Esther; Universidad Autónoma del Estado de Hidalgo; Universidad Autónoma de Occidente; Universidad Autónoma del Estado de MéxicoResearch on environmental practices has received increasing attention in the tourism’s area. However, a bibliographic review is needed to explore sustainable consumption practices in the sector. To this end, based on the use of the ATLAS.ti 9 software, a thematic analysis of 128 articles was carried out, the main objective of which is to examine the analyzes of sustainable consumption –good practices, consumer habits and public policies and environmental regulations–, its conflicts of application –by type of company– and its relationship with innovation (for example, the use of eco-technologies). In the results, the analysis shows that good practices have a positive association with innovation (0.72), which shows that the relationship is well established.Ítem Universidad EAFIT Descubre y Crea Magazine Vol. 58 No. 179(Universidad EAFIT, 2024-08-23) López Otálvaro, Catalina; Patiño Orozco, Agustín; Martínez Guerrero, Christian Alexander; Universidad EAFIT