Advertisement

Challenge Based Learning in the 4IR: Results on the Application of the Tec21 Educational Model in an Energetic Efficiency Improvement to a Rustic Industry

  • Juan Manuel Reyna-González
  • Alicia Ramírez-Medrano
  • Jorge Membrillo-HernándezEmail author
Conference paper
  • 24 Downloads
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1134)

Abstract

The Fourth Industrial Revolution (4IR) is the result of an integration and compound effects of multiple “exponential technologies”, such as artificial intelligence, biotechnology and nanomaterials. The 4IR extends the paradigm of the industrial revolution to a future in which the most familiar exponential technology is the significant increase in the power of the computer and the decrease in the cost of storage. When these exponential digital technologies are combined with other technologies that expand in a similar way (biotechnology, nanotechnology and artificial intelligence), a convergence called “singularity” is created. The 4IR can also allow technological solutions to the environmental threats that arise from the accumulation of CO2 and other greenhouse gases from the massive factories that arise from our first two industrial revolutions. In this article, we report on the results of the application of a challenge based learning teaching technique with students of the Sustainable Development Engineering Program of the Tecnologico de Monterrey, Mexico. The challenge consisted on the application of engineering solutions to the energetic improvement of a rural artisan production factory of Mezcal, a very popular beverage in Mexico. In the first instance, the areas of energy opportunity were evaluated. The students determined that the production of mezcal decreases drastically after a few weeks of operation because the water used in the cooling process, which is in a closed circuit, reaches temperatures above 60 °C in the tank where it condenses the mezcal The cooling system was modified to increase the mixing and increase the heat transfer coefficient. Additionally a home cooling tower was built in atmospheric natural circulation to control the temperature of the cooling water that is stored in the cistern. With these modifications it was possible to maintain the temperature of the cooling water at 22 °C, which increased the production of mezcal, favoring the economic sustainability of the producer, and decreased the amount of firewood used in the kiln, which helps reduce the impact in environmental pollution. The students evaluated the challenge in a positive way, highlighting the importance of having a real and practical challenge. Competencies were evaluated with precise instruments. Our results confirmed that the use of CBL is a novel scheme to acquire competences and cover contents within the programmatic sequences of engineering education.

Keywords

Tec21 model Educational innovation 4IR Sustainability Higher education CBL 

Notes

Acknowledgements

The authors would like to acknowledge the financial support of Writing Lab, TecLabs and Tecnologico de Monterrey, Mexico in the production of this work.

References

  1. 1.
    Kim, J.: The Fourth Industrial Revolution’ and the Future of Higher Education. Inside Higher Education, 10 July 2017. https://www.insidehighered.com/blogs/technology-and-learning/fourth-industrial-revolution-and-future-higher-ed
  2. 2.
    Free Document. https://observatory.itesm.mx/Tec21/ Accessed 13 Aug 2018
  3. 3.
    ITESM: Strategic Plan 2020. http://sitios.itesm.mx/webtools/planestrategico2020/publico/EN/index.html. Accessed 13 Jan 2019
  4. 4.
    Swinden, C.L.: Effects of challenge based learning on student motivation and achievement. MSc Thesis University of Montana (2013). http://scholarworks.mo
  5. 5.
    Membrillo-Hernández, J., Ramírez-Cadena, M.J., Caballero-Valdés, C., Ganem-Corvera, R., Bustamante-Bello, R., Benjamín-Ordoñez, J.A., Elizalde-Siller, H.: Challenge based learning: the case of sustainable development engineering at the Tecnologico de Monterrey, Mexico City Campus. In: Auer, M., Guralnick, D., Simonics, I. (eds.) Teaching and Learning in a Digital World, ICL 2017. Advances in Intelligent Systems and Computing, vol. 715. Springer, Cham (2018).  https://doi.org/10.1007/978-3-319-73210-7_103CrossRefGoogle Scholar
  6. 6.
    Membrillo-Hernández, J., Ramírez-Cadena, M.J., Caballero-Valdés, C., Ganem-Corvera, R., Bustamante-Bello, R., Benjamín-Ordoñez, J.A., Elizalde-Siller, H.: Challenge based learning: the case of sustainable development engineering at the Tecnologico de Monterrey. Int. J. Eng. Ped. 1, 137–144 (2018).  https://doi.org/10.3991/ijep.v8i3.8007CrossRefGoogle Scholar
  7. 7.
    Robles-González, V., Galíndez-Mayer, J., Rinderknecht-Seijas, N., Poggi-Varaldoc, H.M.: Treatment of mezcal vinasses: a review. J. Biotechnol. 157, 524–546 (2012)CrossRefGoogle Scholar
  8. 8.
  9. 9.
  10. 10.
    Ribeiro, L.R.C., Mizukami, M.D.G.N.: Problem-based learning: a student evaluation of an implementation in postgraduate engineering education. Eur. J. Eng. Educ. 30, 137–149. http://www.tandfonline.com/doi/pdf/10.1080/03043790512331313796
  11. 11.
    Membrillo-Hernández, J., Ramírez-Cadena, M.J., Martínez-Acosta, M., Cruz-Gómez, E., Muñoz-Díaz, E., Elizalde, H.: Challenge based learning: the importance of world-leading companies as training partners. Int. J. Interact. Des. Manuf. (2019, in press).  https://doi.org/10.1007/s12008-019-00569-4

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Juan Manuel Reyna-González
    • 1
  • Alicia Ramírez-Medrano
    • 1
  • Jorge Membrillo-Hernández
    • 1
    • 2
    Email author
  1. 1.Escuela de Ingeniería y Ciencias, Departamento de BioingenieríaTecnologico de Monterrey Campus Ciudad de MéxicoMexico CityMexico
  2. 2.Writing Lab, TecLabsVicerrectoría de Investigación y Transferencia de Tecnología, Tecnologico de MonterreyMonterreyMexico

Personalised recommendations