Mostla for engineering education: Part 1 initial results

Tecnologico de Monterrey launched Mostla, an experiential learning space devoted to exploring and working with the emerging technologies that have the greatest potential to create better educational practices or reinvent education through novel ways of learning and teaching. In this article, we describe strategic projects in various disciplines and at different cognitive levels. These include those that arise from the experiments performed by faculty and students and those that are deployed at the institutional level. Virtual reality zones, collaborative virtual reality, I 360° courses, Blockchain for digital credentials, and digital tutors are among the institutional projects described in this work with which Mostla has been involved. Also, several educational projects developed by students and professors are described in detail. We include a review of the implementation processes of emerging technologies to provide a perspective on the practices that can help integrate technology into an educational context. The University of Technology, South Africa, the Technology-Enabled Learning Implementation Handbook, and Queensland Secondary School are among the organizations and resources consulted. The Mostla implementation process is also explained in detail. Its four-stage process includes knowing about the technology, experimenting with it, imagining new possibilities, and creating solutions. The implementation of technology in the education arena can be challenging. It is important to be aware of what others have done successfully to adopt advances that improve the teaching–learning process. Commitment at all the university levels, as well as the planning and incorporation strategies, the right infrastructure to support the implementations, the training in the technology provided to the community of users, and the development of engaging activities, are among the best practices encountered in the literature review which we report in this work.