Open Innovation Laboratory for Rapid Realization of Sensing, Smart and Sustainable Products (S3 Products) for Higher Education
Higher education methods need to evolve because the new generations of students are learning in different ways. One way is by adopting emergent technologies, new learning methods and promoting the maker movement. As a result, Tecnologico de Monterrey is developing Open Innovation Laboratories as an immediate response to educational challenges of the world. This paper presents an Open Innovation Laboratory for Rapid Realization of Sensing, Smart and Sustainable Products (S3 Products). The Open Innovation Laboratory is composed of a set of specific resources where students and teachers use them to provide solutions to current problems of priority sectors through the development of a new generation of products. This new generation of products considers the concepts Sensing, Smart, and Sustainable. The Open Innovation Laboratory has been implemented in different courses in the context of New Product Development (NPD) and Integrated Manufacturing Systems (IMS) at Tecnologico de Monterrey. The implementation consists of adapting this Open Innovation Laboratory within the course’s syllabus in combination with the implementation of specific methodologies for product development, learning methods (Active Learning and Blended Learning using Massive Open Online Courses MOOCs) and rapid product realization platforms. Using the concepts proposed it is possible to demonstrate that students can propose innovative and sustainable products, and demonstrate how the learning process could be improved using technological resources applied in the higher educational sector. Finally, examples of innovative S3 products developed at Tecnologico de Monterrey are presented.
[1] E. R. Halverson, and K. Sheridan, “The maker movement in education,” Harvard Educational Review, 2014, 84(4): p. 495-504.
[2] C. Howard, “The Maker Movement: a new avenue for competition in the EU”. European View, 2014, 13(2): p. 333-340.
[3] D. Dougherty, “The maker movement,” Innovations, 2012. 7(3): p. 11-14.
[4] H. Chesbrouht, “Open Innovation: The New Imperative for Creating and Profiting from Technology”. Harvard Business School Press, Boston, 2003.
[5] H. Chesbrouht, and M. Bogers, “Explicating open innovation: clarifying an emerging paradigm for understanding innovation”. In: Chesbrough, H., Vanhaverbeke, W., West, J. (Eds.), New Frontiers in Open Innovation. Oxford University Press, Oxford. 2014.
[6] K. Laursen, and A. Salter, “Open for innovation: the role of openness in explaining innovation performance among UK manufacturing firms,” Strategic management journal, 2006, 27(2): p. 131-150.
[7] Manufacturing Alliance of Communities, “Maker Mayors Action Report,” MAC. 2014.
[8] P. Bajpai, “Emerging Markets: Analyzing Mexico’s GDP,” Investopedia. 2015.
[9] J. E. Rooney, “Blending learning opportunities to enhance educational programming and meetings,” Association Management, 55(5), 26-32.
[10] M. Lee, “The promise of the Maker Movement for education,”. Journal of Pre-College Engineering Education Research (J-PEER), 2015. 5(1): p. 4.
[11] D.G. Oblinger, and A.L. Verville, “What Business Wants from Higher Education,”. American Council on Education/Oryx Press Series on Higher Education. Oryx Press, PO Box 33889, Phoenix, AZ 86067-3889, 1998.
[12] C. C. Bonwell, and J. A. Eison, “Active Learning: Creating Excitement in the Classroom”. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183, 1991.
[13] H. Garcia, and A. M. Centeno, "Successful: a framework for designing discrete event simulation courses." In Simulation Conference (WSC), Proceedings of the 2009 Winter, pp. 289-298. IEEE, 2009.
[14] G. D. Randy, and H. Kanuka, "Blended learning: Uncovering its transformative potential in higher education," The internet and higher education 7, no. 2, 2004, pp. 95-105.
[15] S. Tabor, “Narrowing the distance: Implementing a hybrid learning model for information security education,” The quarterly review of distance education, 2007, 8(1), 47-57.
[16] M. Driscoll, "Blended learning: Let’s get beyond the hype," E-learning 1, no. 4, 2002: 1-4.
[17] C. R. Graham, S. Allen, and D. Ure, "Benefits and challenges of blended learning environments," In Encyclopedia of Information Science and Technology, First Edition, pp. 253-259. IGI Global, 2005.
[18] M. E. Porter, and J. E. Heppelmann, How smart, connected products are transforming competition. Harvard Business Review, 2014. 92(11): p. 64-88.
[19] K. R., Haapala, “A review of engineering research in sustainable manufacturing,” Journal of Manufacturing Science and Engineering, 2013. 135(4): p. 041013.
[20] H. Van, E. J., “Makerspaces and Contributions to Entrepreneurship,” Procedia-Social and Behavioral Sciences, 2015. 195: p. 24-31.
[21] C. Riba, and A. Molina, "Ingeniería concurrente-una metodología integradora," Ediciones UPC 314 (2006).
[22] J. Aca, “Experiences in product, process, and facility development: a case of study, in Cooperative Design, Visualization, and Engineering”. 2004, Springer. p. 69-78.
[23] R. Pérez, M. Ramírez-Cadena, A. Molina, “Reconfigurable micro-machine tool design for desktop machining micro-factories”. IFAC Proceedings Volumes, 2013. 46(9): p. 1417-1422.
[24] H. Mauricio-Moreno, J. Miranda, D. Chavarría, M. Ramírez-Cadena, and A. Molina, "Design S3-RF (Sustainable x Smart x Sensing-Reference Framework) for the Future Manufacturing Enterprise," IFAC-PapersOnLine 48, no. 3 (2015): 58-63.
[25] D. Romero and A. Molina, “A Multidisciplinary Framework and Toolkit to Innovate Customer-Centric New Product Development”. 2015.
[26] P. Ponce, A. Molina, P. Cepeda, E. Lugo, and B. MacCleery, “Greenhouse Design and Control,”. 2014, CRC Press.
[27] P. Ponce, A. Molina, and D. Grammatikou, “Design based on fuzzy signal detection theory for a semi-autonomous assisting robot in children autism therapy”. Computers in Human Behavior, 2016, 55: pp. 28-42.
[28] M. E. Macías, and E. D. Guridi, “Computer Emulations to Support Training in Automation,” INTECH Open Access Publisher, 2010.
[29] D. Escobar-Castillejos, J. Noguez, E. Ricardez, L. Neri, M.A. Benes, “A Survey on Haptics for Medical Training. Journal of Medical Systems,” 2016, ISSN: 1573-689X.
[30] E. Ricardez, J. Noguez, L. Neri, L. Munoz-Gomez, D. Escobar-Castillejos, “SutureHap: A Suture Simulator with Haptic Feedback”. Proceedings of VRIPHYS (Workshop on Virtual Reality Interaction and Physical Simulation) 2014, Digital Library of Eurographics. DOI: 10.2312/vriphys.20141226. pp. 79-86.
[1] E. R. Halverson, and K. Sheridan, “The maker movement in education,” Harvard Educational Review, 2014, 84(4): p. 495-504.
[2] C. Howard, “The Maker Movement: a new avenue for competition in the EU”. European View, 2014, 13(2): p. 333-340.
[3] D. Dougherty, “The maker movement,” Innovations, 2012. 7(3): p. 11-14.
[4] H. Chesbrouht, “Open Innovation: The New Imperative for Creating and Profiting from Technology”. Harvard Business School Press, Boston, 2003.
[5] H. Chesbrouht, and M. Bogers, “Explicating open innovation: clarifying an emerging paradigm for understanding innovation”. In: Chesbrough, H., Vanhaverbeke, W., West, J. (Eds.), New Frontiers in Open Innovation. Oxford University Press, Oxford. 2014.
[6] K. Laursen, and A. Salter, “Open for innovation: the role of openness in explaining innovation performance among UK manufacturing firms,” Strategic management journal, 2006, 27(2): p. 131-150.
[7] Manufacturing Alliance of Communities, “Maker Mayors Action Report,” MAC. 2014.
[8] P. Bajpai, “Emerging Markets: Analyzing Mexico’s GDP,” Investopedia. 2015.
[9] J. E. Rooney, “Blending learning opportunities to enhance educational programming and meetings,” Association Management, 55(5), 26-32.
[10] M. Lee, “The promise of the Maker Movement for education,”. Journal of Pre-College Engineering Education Research (J-PEER), 2015. 5(1): p. 4.
[11] D.G. Oblinger, and A.L. Verville, “What Business Wants from Higher Education,”. American Council on Education/Oryx Press Series on Higher Education. Oryx Press, PO Box 33889, Phoenix, AZ 86067-3889, 1998.
[12] C. C. Bonwell, and J. A. Eison, “Active Learning: Creating Excitement in the Classroom”. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183, 1991.
[13] H. Garcia, and A. M. Centeno, "Successful: a framework for designing discrete event simulation courses." In Simulation Conference (WSC), Proceedings of the 2009 Winter, pp. 289-298. IEEE, 2009.
[14] G. D. Randy, and H. Kanuka, "Blended learning: Uncovering its transformative potential in higher education," The internet and higher education 7, no. 2, 2004, pp. 95-105.
[15] S. Tabor, “Narrowing the distance: Implementing a hybrid learning model for information security education,” The quarterly review of distance education, 2007, 8(1), 47-57.
[16] M. Driscoll, "Blended learning: Let’s get beyond the hype," E-learning 1, no. 4, 2002: 1-4.
[17] C. R. Graham, S. Allen, and D. Ure, "Benefits and challenges of blended learning environments," In Encyclopedia of Information Science and Technology, First Edition, pp. 253-259. IGI Global, 2005.
[18] M. E. Porter, and J. E. Heppelmann, How smart, connected products are transforming competition. Harvard Business Review, 2014. 92(11): p. 64-88.
[19] K. R., Haapala, “A review of engineering research in sustainable manufacturing,” Journal of Manufacturing Science and Engineering, 2013. 135(4): p. 041013.
[20] H. Van, E. J., “Makerspaces and Contributions to Entrepreneurship,” Procedia-Social and Behavioral Sciences, 2015. 195: p. 24-31.
[21] C. Riba, and A. Molina, "Ingeniería concurrente-una metodología integradora," Ediciones UPC 314 (2006).
[22] J. Aca, “Experiences in product, process, and facility development: a case of study, in Cooperative Design, Visualization, and Engineering”. 2004, Springer. p. 69-78.
[23] R. Pérez, M. Ramírez-Cadena, A. Molina, “Reconfigurable micro-machine tool design for desktop machining micro-factories”. IFAC Proceedings Volumes, 2013. 46(9): p. 1417-1422.
[24] H. Mauricio-Moreno, J. Miranda, D. Chavarría, M. Ramírez-Cadena, and A. Molina, "Design S3-RF (Sustainable x Smart x Sensing-Reference Framework) for the Future Manufacturing Enterprise," IFAC-PapersOnLine 48, no. 3 (2015): 58-63.
[25] D. Romero and A. Molina, “A Multidisciplinary Framework and Toolkit to Innovate Customer-Centric New Product Development”. 2015.
[26] P. Ponce, A. Molina, P. Cepeda, E. Lugo, and B. MacCleery, “Greenhouse Design and Control,”. 2014, CRC Press.
[27] P. Ponce, A. Molina, and D. Grammatikou, “Design based on fuzzy signal detection theory for a semi-autonomous assisting robot in children autism therapy”. Computers in Human Behavior, 2016, 55: pp. 28-42.
[28] M. E. Macías, and E. D. Guridi, “Computer Emulations to Support Training in Automation,” INTECH Open Access Publisher, 2010.
[29] D. Escobar-Castillejos, J. Noguez, E. Ricardez, L. Neri, M.A. Benes, “A Survey on Haptics for Medical Training. Journal of Medical Systems,” 2016, ISSN: 1573-689X.
[30] E. Ricardez, J. Noguez, L. Neri, L. Munoz-Gomez, D. Escobar-Castillejos, “SutureHap: A Suture Simulator with Haptic Feedback”. Proceedings of VRIPHYS (Workshop on Virtual Reality Interaction and Physical Simulation) 2014, Digital Library of Eurographics. DOI: 10.2312/vriphys.20141226. pp. 79-86.
@article{"International Journal of Business, Human and Social Sciences:75486", author = "J. Miranda and D. Chavarría-Barrientos and M. Ramírez-Cadena and M. E. Macías and P. Ponce and J. Noguez and R. Pérez-Rodríguez and P. K. Wright and A. Molina", title = "Open Innovation Laboratory for Rapid Realization of Sensing, Smart and Sustainable Products (S3 Products) for Higher Education ", abstract = "Higher education methods need to evolve because the new generations of students are learning in different ways. One way is by adopting emergent technologies, new learning methods and promoting the maker movement. As a result, Tecnologico de Monterrey is developing Open Innovation Laboratories as an immediate response to educational challenges of the world. This paper presents an Open Innovation Laboratory for Rapid Realization of Sensing, Smart and Sustainable Products (S3 Products). The Open Innovation Laboratory is composed of a set of specific resources where students and teachers use them to provide solutions to current problems of priority sectors through the development of a new generation of products. This new generation of products considers the concepts Sensing, Smart, and Sustainable. The Open Innovation Laboratory has been implemented in different courses in the context of New Product Development (NPD) and Integrated Manufacturing Systems (IMS) at Tecnologico de Monterrey. The implementation consists of adapting this Open Innovation Laboratory within the course’s syllabus in combination with the implementation of specific methodologies for product development, learning methods (Active Learning and Blended Learning using Massive Open Online Courses MOOCs) and rapid product realization platforms. Using the concepts proposed it is possible to demonstrate that students can propose innovative and sustainable products, and demonstrate how the learning process could be improved using technological resources applied in the higher educational sector. Finally, examples of innovative S3 products developed at Tecnologico de Monterrey are presented.", keywords = "Active learning, blended learning, maker movement, new product development, open innovation laboratory.", volume = "11", number = "5", pages = "1215-7", }
