Conference Agenda

This paper presents an advanced tool for the study of anatomy optimizing the educational process through mixed reality technology using Virtual and Augmented Reality. This innovative approach seeks to transform medical education by offering an alternative method to traditional learning based on books and physical models. The advanced capabilities of this technology are explored, which allows the superposition of holograms in the real environment, providing an immersive and interactive experience for students. The use of Microsoft HoloLens 2 glasses enhances the teaching of human anatomy by displaying interactive 3D holograms. This solution allows teachers and students to explore anatomical models in an immersive environment, improving knowledge, understanding and retention. The development of the software is based on specialized tools such as Unity and Mixed Reality Toolkit, which facilitate the creation and manipulation of three-dimensional models of human organs with a high level of detail. In addition, the capabilities of HoloLens 2 sensors and lenses are considered to improve the accuracy and interaction with holograms, allowing users to visualize, rotate and examine anatomical structures in real time. The integration of mixed reality in the classroom provides a deeper understanding of anatomy, improving knowledge retention and student interaction with content.

The Fourth Industrial Revolution has driven digitization and automation in engineering education, highlighting the need to update training programs to prepare students for modern industrial environments. However, the implementation of remote and online laboratories remains limited in Latin America due to barriers such as poor technological infrastructure and lack of standardized methodologies. CyberTwinNet-Colombia emerges as a solution to this problem, establishing a collaborative network of laboratories in three Colombian universities to improve teaching in Industry 4.0 by integrating specialized hardware and software. The platform allows remote interaction with industrial equipment and experimentation in real and simulated environments. Through a pilot with students from Colombia and Mexico, the positive impact on learning competencies in CPPS and DTs was evidenced. However, there are still technical and pedagogical challenges, such as connectivity and adapting teachers and students to these technologies. This study highlights the importance of strengthening inter-university collaboration and developing innovative methodologies to ensure the success of similar initiatives in the region.

Carrying out experimental activities is a necessary component in education in the engineering area for the acquisition of competencies and skills such as handling instruments, practical application of theory and problem solving. With the support of technology, a large part of the in-person experimentation model has been moved to the virtual realm, an example is Remote Laboratories. Under this scheme, institutions save on physical infrastructure and operating costs, however, it is necessary to invest in technological resources. An important aspect is that these laboratories should not be used without a pedagogical and learning model that guides their planning. This work aims to demonstrate how the application of Instructional Design in the execution of experimental practices in the LR HIVE allows the development of Learning Objects. So, not only are they linked to the learning objective of a subject, but they can be replicated regardless of the context. The main result is that the experiment guides, due to their nature, have the conditions of being an LO.

Abstract– Technological advances applied to present and future industrial processes demand an update in the teaching processes in the training of industrial engineers, integrating technologies such as robotics and automation. This article addresses how to make use of technological equipment in academic training through practical exercises that allow students to develop key content and skills to face the challenges of the sector.
Three exercises applied to the training of industrial engineers are presented; the first, focused on improving productivity, allows students to analyze and optimize processes through process automation; the second, focused on quality control, uses automated inspection tools to evaluate quality in production; and the third, related to statistics, uses data analysis techniques for evidence-based decision making.
These exercises not only reinforce the theoretical content of the degree, but also develop practical skills in the use of advanced technology, preparing future professionals to design, operate and improve production systems in increasingly technological industrial environments. It is concluded that the teaching of industrial engineering must evolve in sync with technological advances, adopting methodologies that promote practical learning. The implementation of exercises with robotics and automation strengthens the analytical and decision-making capacity of students, ensuring their adaptation to modern industry.