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Gonzalez Almaguer, Carlos Alberto; Caballero Montes, Eduardo; Acuña López, Alejandro; Zubieta Ramírez, Claudia; Saavedra Gastelum, Verónica; Barbosa Saucedo, Edgar Alejandro; Lule Salinas, María

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Abstract:

Two characteristics of the Tec21Educational Model at Tecnologico de Monterrey are learning-based-on-challenges (LBC) and the intent to provide memorable experiences during university education. These challenges and experiences are being created through activities to develop problem-solving competencies in our students. These activities where they apply their classroom learning are designed to be attractive and challenging for the students. In the Industrial Engineering and Design departments of Tecnologico de Monterrey, we have merged the design of experiments and design thinking to create a methodology that allows students to design successful academic activities and provides added value in education. During the last 12 years, we have experimented with various activities both in Semana i and Semestre i (new class periods created under theTec21 Educational Model). The learning activities contain challenges to resolve during the school periods, which evidence significant learning, as reported in the end-of-semester evaluations. By proposing academic activities based on a multilevel factorial model, we can generate a statistical model to find the best combination of the component factors and levels to give us a probability of success greater than 90% when implementing the activities. Following the design-thinking methodology allows us to immerse with the students, be empathetic, and clearly define our expectations of them and, consequently, have a robust activity design. Various design factors are built into the activities to make them attractive and challenging for the students and enable them to apply their classroom learning.

Keywords:

Educational Innovation, Tec21, Design of Experiments, Design Thinking