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Documentation:

“Educational resources of worldwide reference and from prestigious universities with a global outlook”

Professor Clelia Hernández Orta holds a Computer Systems Engineering undergraduate degree from the Tecnológico de Monterrey, Monterrey Campus; a Master’s degree in Administration from Tecnológico de Monterrey, Querétaro Campus (EGADE); and a specialization in Systemic Pedagogy from the Graduate Division of the Contemporary University. At present, she has undertaken the Master’s degree of Administration of Information Technologies from Tecnológico de Monterrey, León Campus.

As the representative of Tecnológico de Monterrey, she has been the general coordinator of the national strategic project of Young Entrepreneurs Model with the Secretariat of Economy; she is the leader in the extension chair “Strategies for the Small and Medium-Sized Companies,” of the Administration and Finances Division of the Business School of Tecnológico de Monterrey; she is the Mexico-Tecnológico de Monterrey representative in the Small and Medium-Sized Spanish and Latin American Companies Network at the University of Cantabria, Spain; she is a consultant and responsible for the quality system of Information Technologies; and the coordinator of Quality and IT at the Cuinba Humane Group.

At present, she is the Director of Strategic Projects and the Director of Fostering the Micro, Small and Medium-Sized Companies of the Administration and Finances Division of the Business School of Tecnológico de Monterrey, Monterrey Campus; and the Director of the Company Incubator of the same institution. She is also an appointed professor of the chair “The New Law of the Stock Market and Its Impact in the Areas of Corporate Government and Risk Management of the Small and Medium-Sized Companies” at the Graduate School of Business Administration (EGADE) of Tecnológico de Monterrey.

An opportunity to devise the production of resources on

Professor Hernandez’ experience using is broad since she constantly looks for aids, resources, reading passages, and presentations that help her enrich the topics of her courses. “I like that the class evolves and every semester there are new things to incorporate and others that I leave aside; is one of the references I use. I even have it within the bibliography space, so the students have to look for a resource in and justify the use of the resource depending on the topic.” she said.

The tool has been enriching for Professor Hernández since she considers it an alternative that allows to find new resources created by other universities around the world. This gives the students the possibility to get a global outlook on the topic. Besides, there are resources that are not found yet on . This is an opportunity to create resources and stretch the catalogue.

Key words that customize the search

Professor Hernández highlights four main benefits when using . The first one refers to the diversity of resources. Several resources are available about one topic; therefore, you have the opportunity to compare, check different perspectives of one concept, analyze the way in which a professor or a researcher from another part of the world approaches it and even see who the author is citing. The second benefit is the ease to look for something at an intuitive level. Having key words and filters lead to a more customized search. The third benefit is about the way in which the resource information has been organized; that is, all the information the resource provides, the possibility to see other files linked to it, and the grade of the resource. The last benefit is that offers the opportunity to evaluate the resource, to give it an evaluation for the next searchers to see how it was evaluated, how useful another person –in a different context, in another part of the world, some other time- found it.

There must be a process of persuasion for the person to use it with conviction

There are three great sources of information input –using digital or technological terms- in Professor Hernandez’ courses: first, the digital library to obtain the resources Tecnologico de Monterrey has; second, the catalogue, using resources that support the course topics; and third, the technological strategic observatory in the matter of business opportunities. Professor Hernández comments, “I will keep on looking for topics that I can use in class for the student to have the opportunity to access, check, analyze, reflect and generate critical reasoning of the material he is reading.”

The use of this kind of platforms will substantially improve in the moment the professor involves the student. “I use it in my courses; in fact, I ask students to give three references and one from in their papers,” she said.

For a professor interested in using , Professor Hernández said that she would tell him/her, “Whatever area you are in, first check the state of the resources you use. Then I invite you to check the tool and see how you could enrich the resources and view if they are or not useful, finally, take action.” She concluded, “I would recommend it, but there must be a persuasion process for the teacher to use it with conviction.”