=Paper=
{{Paper
|id=Vol-3691/paper50
|storemode=property
|title=Methodology for the Development of Potentially Innovative Technological Projects
|pdfUrl=https://ceur-ws.org/Vol-3691/paper50.pdf
|volume=Vol-3691
|authors=Margarita Tecpoyotl-Torres,Jonathan Villanueva-Tavira,Andrea Magadán-Salazar,Karla G. Cedano-Villavicencio,Juan G. González-Serna
|dblpUrl=https://dblp.org/rec/conf/cisetc/Tecpoyotl-Torres23
}}
==Methodology for the Development of Potentially Innovative Technological Projects==
https://ceur-ws.org/Vol-3691/paper50.pdf
Methodology for the Development of Potentially
Innovative Technological Projects
Margarita Tecpoyotl-Torres2, Jonathan Villanueva-Tavira1, Andrea Magadán-Salazar1,
Karla G. Cedano-Villavicencio3 and Juan G. González-Serna 1
1 Centro Nacional de Investigación y Desarrollo Tecnológico, Interior Internado Palmira S/N, Palmira, Morelos, 62490,
México.
2 Universidad Autónoma del Estado de Morelos, Av. Universidad No. 1001, Chamilpa, Cuernavaca, Morelos, 62137,
México.
3 Instituto de Energías Renovables de la UNAM, Xochicalco s/n, Azteca, Temixco, Morelos, 62588 México.
Abstract
One problem that arises at the end of engineering studies is that graduates must look for a source of
income and, unfortunately, there are few employment opportunities. Based on their technological
competencies, it is desirable that students develop projects that respond to real problems, so that, at the
end of their studies, they could become entrepreneurs and generate jobs, or, alternatively, technology
transfer could take place. Therefore, it is pertinent to have an integral methodology for the planning and
development of such projects. The methodology has been developed on the Internet of Things
Laboratory of the Emiliano Zapata Technological University of the State of Morelos (UTEZ), with the
support of experts in entrepreneurship and innovation from other institutions in the state of Morelos,
since 2016. Throughout this period, the methodology has matured through the development of
prototypes aligned to strategic areas such as: Renewable Energies, Water, Health, Food, Education and
Security, among others. In this way, the training of creative engineers capable of working in
collaborative teams is supported. The results obtained from the participation in various competitions
and innovation contests validate the methodology, obtaining several awards and recognitions at
national and international level. Previously, the participations were incipient. However, the great step
that is still pending is the of technology transfer.
Keywords
Collaborative teams, Technologic Universities, Motivation, Experts Evaluation1
1. Introduction
A great challenge for Higher Education Institutions (HEIs) in Mexico is to ensure that the
knowledge generated has an economic impact on the lives of students, as well as on the
generation of employment through the creation of technology-based companies (TBCs).
It should be noted that once a product or process has been validated and protected, by
Intellectual Property Rights (IPR), it is possible for it to be used as a basis for the creation of
technology-based companies, or for it to be transferred. Therefore, it is important to know the
last both terms.
The Technology-Based Entrepreneurship (TBE) is understood as an action oriented to
commercialize and develop new products or services derived from a high level of knowledge
management [1]. It is intended that the graduates of the Mechatronics degree of the Universidad
CISETC 2023: International Congress on Education and Technology in Sciences, December 04–06, 2023, Zacatecas,
Mexico
tecpoyotl@uaem.mx (M. Tecpoyotl-Torres); villanueva.jonathan@ieee.org (J. Villanueva-Tavira);
magadan@cenidet.edu.mx (A. Magadán-Salazar); kcedano@gmail.com (K. Cedano-Villavicencio);
gabriel@cenidet.edu.mx (J. González-Serna)
0000-0002-4336-3771 (M. Tecpoyotl-Torres); 0000-0001-8989-4781 (J. Villanueva-Tavira); 0000-0001-5474-
4150 (A. Magadán-Salazar); 0000-0002-8102-7226 (K. Cedano-Villavicencio); 0000-0002-1874-9402 (J. González-
Serna)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
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Tecnológica Emiliano Zapata (UTEZ), in case they opt for entrepreneurship, it should be a
technology-based entrepreneurship, preferably.
Technology transfer is a process that allows enterprises to get a competitive advantage in the
marketplace, characterized by the transmission of knowledge generated by the university, or
other instances capable of generating knowledge to an enterprise that allows it to innovate and
expand its technological capabilities [2]. That is, through the appropriation of knowledge, using
the knowledge learned to generate optimal solutions that reduce dependence on foreign
companies and costs in technical assistance and technology acquisition [3].
On the other side, if a new technology is valuable, it is likely to be copied, reducing the potential
profits of the original inventor, and potentially removing the incentive to engage in innovative
activities [4]. It is therefore necessary to protect the technology through appropriate intellectual
property protection to carry out the negotiation process aimed at technology transfer.
In addition, several techniques have been proposed for the creation of new products and
services, with the intention of speeding up the processes, as well as fitting them to the needs of
the users and the market. Some of these techniques will be described in the following section.
Based on their knowledge, as well as the environment, it is possible to identify and add elements
to integrate an own methodology, suitable for the Mechatronics program at UTEZ, which can be
replicated in similar environments. The intention is to generate competitive prototypes, oriented
to the solution of real problems, aligned to current interests, embodied in regional, national
and/or international development plans, which, therefore, make them relevant and of possible
interest to carry out entrepreneurship or technology transfer. It also contributes to the training
of engineers capable of developing projects with these characteristics, so that they can propose
solutions, develop, and implement them, with a business vision.
The environment in which this article is proposed is the subsystem of Technological
Universities in Mexico, which emerged in 1991 with the purpose of offering intensive studies to
students who complete their high school studies in Mexico, so that they can enter the labor
market in a short time, seeking that the study programs are related to the demands of local, state
and national industry [5]. The number of careers in this subsystem and the type and enrollment
of each one are shown in Table 1, according to the study carried out by the General Directorate of
University and Intercultural Higher Education (DGESUI) [6]. As can be seen, the areas of
engineering and technology constitute 42.36%, so the proposed methodology can be very useful
in the sector, starting with UTEZ.
Table 1
Technological University Careers
Areas of Knowledge Careers Enrollment
Education 0.06% 0.05%
Arts and Humanities 1.65 % 1.27 %
Social Sciences and Law 0.17 % 0.30 %
Business and Administration 25.26% 29.47%
Natural Sciences, Mathematics and Statistics 2.51 % 1.49 %
Information and Communication Technologies 14.37 % 10.97 %
Manufacturing and Construction Engineering 40.99 % 42.89 %
Agronomy and Veterinary Science 4.73 % 2.35%
Health Sciences 2.74 % 3.35 %
Services 7.53 % 7.85 %
The objective of this work is the design of a methodology for the development of potentially
innovative projects at UTEZ, to increase their relevance and the possibilities that they can be the
basis for entrepreneurship and/or technology transfer. This methodology seeks to support the
training of students, as well as to increase the innovation potential of the projects carried out on
the Internet of Things Laboratory of the Emiliano Zapata Technological University of the State of
Morelos, with the support and evaluation of experts in entrepreneurship and innovation of other
institutions, as part of the activities carried out in the Integrating learning units, developed in the
third, fifth and tenth semesters of the Mechatronics career.
The content of this article is as follows: In section 1, information about the challenge that
origins this research and some fundaments are briefly presented, section 2 describes the
theoretical framework. Section 3 shows the methodology designed. In section 4, the
experimentation and results are provided. Finally, section 5 summarizes the findings and
provides some concluding remarks.
2. Theoretical framework
To build a customized model for the development of the projects carried out at UTEZ, it is
necessary to know the environment in which they are developed, giving priority to the problems
that are identified as strategic. In addition, it is also necessary to consider the lack of motivation
and the incipient participation in competitions, as well as to know some of the representative
methodologies, which have demonstrated their usefulness, being adopted by several companies,
and finally, to review some tools that are used in such methodologies, which can be of great utility,
to strengthen this model of project generation, and which in turn is an engine of attitude change
and fosters competitiveness.
2.1. Strategic goals and lines
2.1.1. Sustainable Development Objectives
The Sustainable Development Goals (SDGs), were adopted by the United Nations in 2015 as a
universal call to end poverty, protect the planet and ensure that by 2030 all people enjoy peace
and prosperity, create goals to be achieved with the participation of governments, the private
sector, civil society, and individuals [7, 8]] (See Figure 1). Therefore, educational institutions
should also be drivers of the SDGs, creating awareness and actions for it in their researchers and
students.
Figure 1: Sustainable Development Goals [7, 8].
2.1.2. Strategic lines
Singularity University, located next to the NASA Research Center, unlike others, emerged as a
complement to traditional universities to promote entrepreneurship, innovation, and technology.
Its Entrepreneurship Program considers the problems shown in Figure 2 as a call to leverage
technology for social impact. Its mission is to educate, empower & inspire leaders to apply
exponential technologies to addressing humanity's grand challenges [9].
Figure 2: Strategic lines of Singulary University's Entrepreneurship Program [9].
2.2. Representative Project Management Methodologies
2.2.1. DesignPedia two rhombus model
Based on the double rhombus model [10], an iterative process composed of four development
phases was built, which is not linear, since sometimes is necessary to move in an agile way in the
identification and construction of ideas and concepts (See Figure 3). Each phase of work
constitutes the entry to the next step. It is possible to go backwards or forwards depending on
the results achieved [10].
Figure 3: DesignPedia Methodology [10].
The phases of the Designpedia methodology are:
a) Mapping: The work context is delimited in relation to what is known, what is unknown
and yet to be known, as well as the scope and objectives. Not only should solutions be
sought, but also answers should be given to why it is being done, for what and whom
[10].
b) Explore: Qualitative research tools are used to understand and delimit the challenge or
problem to be solved, by understanding the context and the individuals involved. In
most cases, the aim is to empathize with the person facing the problem or the need to
be solved. Preliminary information is available about what is being done, what is
possible, and what is not possible [10].
c) Construct: Once a correct framework has been defined, solutions are devised and
developed. Various models for idea generation are shown in [9]. The prototype, or
materialized idea, can be a drawing, a model, or a cardboard box, which allows defining
and transmitting ideas quickly, creating a communication and discussion link [10].
d) Testing: In this stage, feedback is obtained from the target audience, to understand what
works and what does not, by taking calculated risks. The objective is to test certain
functionalities at an early stage without the need to have the final product to modify or
adapt it. In early-stage developments, more qualitative and personal interview models
are chosen, while in mature phases, the aim is to reach the largest possible number of
users, considering experienced people who are very familiar with the subject matter and
those who are not [10].
2.2.2. Lean Startup
This methodology was provided by Eric Ries in his book "The Lean Startup". It is a very useful
method for starting a business, product, or service [11], widely adopted by companies that create
and launch products [12]. The fundamental activity of a startup is to convert ideas into products,
measure how consumers respond and learn when to pivot or persevere, facing under conditions
of extreme uncertainty [13]. The lean startup method aims to iterate business ideas, helping
entrepreneurs make an early decision about their feasibility [14]. It is about creating a product
that the customer needs and is willing to pay for, using the minimum number of resources. A
problem of many failed entrepreneurs is that they create a business plan, get the financing,
develop the product, but only get feedback from customers after launching it to the market [15].
Figure 4 shows the main stages of this methodology:
Figure 4: Lean Startup Methodology [13, 15].
• Build: This stage involves the launch of a product or service even when there is
insufficient data to create a product tailored to the customer's needs. The ideal is to create
a Minimum Valuable Product (MVP), which should be a version with the minimum
functionalities to collect the maximum amount of learning validated by customers [15].
• Measure: The second stage is the most challenging and consists of measuring how
consumers respond, i.e., whether real progress is being made, and providing sufficient
information to influence strategic planning and make appropriate decisions [13, 15].
• Learning: Know whether the business is viable and, if so, continue to persevere or, if not,
pivot, i.e., substantially readjust ideas that are not working [13, 15].
Once the hypotheses and assumptions have been established, the entrepreneur validates
them with the customers through the PMV, which allows to know from a small investment if the
idea being developed is accepted in the market. If it can be shown that it responds to the
customer's desire, its functionalities will be increased and, on the contrary, if the product does
not fit the market, a new approach to the business or product will have to be given. The essence
of this methodology is to learn in a short time, with a minimum investment of resources [15].
2.2.3. Design Thinking
It is considered a method to solve problems in a practical and creative way. Unlike open
brainstorming, a solution to the problem must be generated at the end [16]. Design thinking is a
process to innovate in products, processes, or services, it is not linear, since it constantly moves
forward and backward, it is iterative, in which it goes backward again and again. At the end of the
phases, a prototype is created, and it is possible to go through the Design Thinking process again.
It is a way to solve problems while decreasing risks and increasing the chances of success. It starts
by focusing on human needs, that is, on people, and from them, observes, creates prototypes, and
tests them. It connects knowledge from various disciplines to generate a humanly desirable,
technically feasible and economically profitable solution through a creative strategy [17] (see
Figure 5) [18].
Humanly Technically
desirable feasible
Viable
Economically
profitable
Figure 5: Aspects considered by Design Thinking [18].
The creator of this technique, Tim Brown employs the sensibilities and methods of designers
to match people's needs with what is technologically feasible and what a viable business strategy
can turn into customer value and market opportunity [18]. It is a process that encourages the
participation of employees, customers, suppliers, and professionals from different disciplines.
This methodology consists of several stages that each designer groups in a different way, but in
essence they are understand, observe, define, ideate, prototype, test, implement and learn. In each
of these phases, problems can be defined, questions can be asked, and solutions can be proposed
(see Figure 6).
Figure 6: Stages of the Design Thinking Process. Adapted from [18].
Its stages are:
a) Understand. It is about deeply understanding what the people for whom the final
product is intended do. It is essential to meet with some end users and pay attention
to them. The appropriate team is formed to solve the problem, identifying the area of
knowledge [17]. It is recommended that it be made up of experts from different areas
to provide solutions from different approaches. The objective is to solve something in
a positive way, integrating a product or service that provides exceptional value for the
customer, which could not be achieved individually [18].
b) Observe. Empathy is generated with the user and his environment, based on his
observation and the circumstances surrounding the product. Human needs are the
starting point. It is observed what the consumer does and not only what he/she says
[17]. Different interviews and empathy maps are conducted with potential buyers of
the product or service [18]. To connect with customers, it is necessary to understand
how they are in their daily lives [19].
c) Define. All possible alternative solutions to the problem are considered, from the most
obvious to the most adventurous, without taking any of them for granted. The problem
must be structured and defined to clarify and focus the challenge. Subsequently, it is
necessary to communicate the project using various tools such as: mind maps,
conceptual maps, mood boards or story telling [18].
d) Ideate. Once the design brief is clear and the data are available, the concepts that can
solve the problem under analysis are evaluated. Ideation generates many possible
solutions to the project. The focus must be kept on the problem to be solved, without
judging too early. At the end of this phase, it is necessary to express the thought with
visual tools such as photos, sketches, diagrams, moving notes. Brainstorming is a very
useful technique for this stage, as it is a way to generate many ideas, to take advantage
of collective thinking [17, 18].
e) Prototype. It consists of building the product or service as quickly as possible by
making sketches, mock-ups, foam models, 3D prints, among others [14], and even
rebuilding again [17]. In [19] the importance of Design Thinking in the educational
field is mentioned, in which the prototype becomes the protagonist.
In [19], Ignacio López Forniés emphasizes the need for a creative leader to move spirits and
minds and motivate personnel to solve problems.
2.3. Representative tools
2.3.1. Customer Journey Map (CJM)
This strategic tool is the description of the user journey by representing the different touch
points that characterize their interaction with a product, service, or company. An example is
shown in Figure 7. The CJM writes the narrative of what customers do, what they think and
feel when they are approaching a brand. It is a visual representation of what it would mean
to be a real customer and indicates to brands where they give clarity or what direction they
can offer in terms of the experience when acquiring their products or services. Unfortunately,
it is partially unknown in Mexico [20]. This method is fundamental to all experience design
and strategy and will become a necessary skill for designers and managers working on a
brand [21].
In [22] it is recommended to use the power of synthesis for the elaboration, to place emphasis
on the flow of information and of the physical devices used. In addition. It is indicated that it may
be necessary to repeat for several days to gather a balanced perspective.
Figure 7: Customer Journey Map [10].
2.3.2. Empathy Map
This tool seeks to collect the user's point of view regarding a need or problem, product, or
service. Once the empathy map is generated (Figure 8), the aim is to capture the way of being and
acting by answering the following questions:
o What does he/she say and what does he/she think? Opinions and facts that he/she
communicates and those that go through his/her mind.
o What does he/she do and what does he/she feel? Actions and behavior he/she develops,
feelings and emotions.
o What does he/she see and what does he/she hear? Things and events that the user
appreciates or facts and data that are reported.
This is to empathically know the scenario in which the client develops, according to the
analyzed need. Once the user or client is delimited, according to the researched, a deeper
reflection on their needs, emotions and attitudes is carried out (See Figure 8).
Figure 8: Empathy Map. Adapted from [23].
2.3.3. Focus Group
This is an interview with a small group of people conducted in a natural and unstructured
manner by a moderator [10]. In [22] it is mentioned that the groups are typically composed of six
to twelve homogeneous participants, although larger or smaller groups and a trained moderator
whose role is to guide the discussion so that it does not stray from the topic of study have
sometimes been recommended.
This technique consists of grouping several people to discuss a concept in a session lasting a
maximum of two hours, where participants freely answer questions about the product or service.
The objective of this activity is to activate the conversation between the parties and generate
interactions to understand the different points of view. This technique is important for defining
the product or service, prior to its development, to obtain information about problems,
experiences, or shared desires. It can also be performed throughout the life of a product to have
a control point for the adaptation of the product to customer needs [10].
2.3.4. Field Visit
In this step, a study is carried out by directly contacting the researchers, the places, and the
facts to be studied. Once the different spaces of concurrence of our problem / person / object of
study have been identified, the researchers go to the established place to observe in situ the users,
the environment, the agents involved, among other factors. To generate a good field visit, it is
necessary to start from some hypotheses or facts that we want to check: it is necessary to
previously close the objective of the visit to focus on the field on those actions that interest us of
our users / customers / environment.
2.3.5. Canvas Business Model
One of the main tools of the lean startup is the Canvas business model [14], which capture on
a canvas the realities that every entrepreneur must articulate. It is a tool for the analysis of
business ideas, which logically describes the way in which organizations create, deliver and
capture value (see Figure 9) [23].
Figure 9: Stages of the Canvas Business Model. Adapted from [23].
This technique can be captured on a canvas that allows teams to quickly assess [15] and
articulate their assumptions about the business idea [14]. Its nine blocks [13, 24] are shown in
Figure 9. Interviews of customers and other stakeholders are done to confirm or disconfirm
hypotheses [14].
2.3.6. SCAMPER
It is a convenient technique to develop creative thinking skills [25], in which the generation of
ideas is favored by answering a preset list of questions [26]. Each of the questions represents as
many creativity techniques as possible, so SCAMPER is considered one of the most complete tools
in the process of generating ideas. Each of the letters of the acronymous SCAMPER is the first
letter corresponding to a verb that triggers a series of questions that establish a certain order in
the process of idea generation (See Figure 10):
Figure 10: Stages of SCAMPER. Adapted from [26].
2.3.7. Video Marketing
This tool is very useful to capture in a multimedia file the main concept of the project, the
problem, its general objective, as well as the proposed solution. Different video editing tools can
be used to create these materials, but it is recommended that their duration does not exceed 3
minutes. A well-made video catches the viewer's attention.
2.3.8. Technology Readiness Level (TRL)
This tool is used to measure the technological maturity of the technology, which arose at NASA
but was later generalized to be applied to any project. It is an accepted way of measuring the
degree of maturity of a technology. This scale considers nine levels that extend from the basic
principles of the technology to its successful testing in a real environment (see Figure 11) [27].
Figure 11: Technology Readiness Level [27].
3. Methodology proposed for development of innovative projects
After reviewing the methodologies that were found to be relevant, both those found in the
literature and those learned in different innovation contests, and considering the strategic
problems, the design of an integral methodology was proposed, so that it would be congruent
with the Mechatronics curriculum of the UTEZ, part of the Subsystem of Technological
Universities in Mexico, with the objective stated in the Introduction. That is, that its structure
allows to increase the relevance and the possibilities of the developed projects, with the objective
that it can be aspired to constitute the basis for entrepreneurship and/or technology transfer. At
the same time this methodology seeks to support the training of students, as part of the activities
carried out in the Integrating learning units of the Mechatronics degree program. Motivations
was also considered as a fundamental requirement. These learning units are four-monthly, so the
methodology must be agile, adapted to the duration, therefore, the phases of the methodology
must be specific.
Figure 12 shows the different phases that make up this proposed methodology, based on the
experience of more than 8 years of working with innovative projects with innovation potential.
The blue lines show the desirable successive sequence; however, in each of them it may be
necessary to go back to previous stages, which is shown with the red lines. This means that it is
possible to move forward or backward, to any stage, depending on the needs.
It should be noted that the stages integrate tools, methods, and models, or are considered
strategies. It also includes steps that are considered necessary, such as motivation, expert
evaluation, and dissemination. It is in this last stage that participation in exhibitions and
competitions is emphasized.
The stages of the proposed methodology are:
Stage 1: Motivation. Presentation of Challenges and Opportunities
It consists of two important activities that must be carried out to encourage students to carry
out research projects aimed at solving strategic problems. These stages are:
• Background on Innovative Projects. For this activity, students are shown a series of
videos on innovation projects presented in the call for the "James Dyson Award". This
contest is held every year at national and international level. The objective is to reward
the best designers in innovative solutions.
• Motivation by Background. Motivation plays a leading role in the search for and
generation of innovative ideas. Students are shown current projects carried out by
students who preceded them and who, with the methodology used, achieved important
results during their participation in technological innovation contests and competitions.
Figure 12: Stages of the proposed Methodology.
It should be noted that, previously at UTEZ, projects were developed aligned in solutions
entirely for the local industry, so there was a different approach to develop projects, where the
ones with the highest cost and size were considered as the bests. However, since 2016, the Centro
Morelense de Innovación y Transferencia de Tecnología issued the TecnoCemiTT call inviting the
community to participate with different innovative projects that solve a problem. Since then, the
projects are sought to solve a problem and with a well-defined market. Since this year, all the
projects carried out in the integrative subject have sought to empathize with one of the problems
identified by Singularity University, as well as with the SDGs.
That is, in addition to the fact that this stage focuses on motivation, it is shown that projects
oriented towards regional, national, and international priority issues have greater chances of
success, by adding relevance and interest to the proposed solution.
Stage 2. Empathize
For this stage, both teachers and students detect different opportunities for innovation
through the generation of ideas using the following techniques:
• Idea Generation. This activity constitutes the beginning of the activities that will
support the definition of the possible projects to be carried out, reviewing the
different actors and scenarios where impact is sought. Ideation begins based on the
strategic lines defined by Singularity University and the SDGs. As a result, students or
teams of students will have several ideas about the project they will develop,
supported, and backed by a professor who, according to his/her experience and the
projects that have been developed, will give his/her opinion on the relevance of these
ideas, making ideas selection.
• Customer Journey Map. This tool is used to identify the positive and negative
experiences of users to propose various solutions that respond to user needs in a
positive way. Before proposing ideas, the current journey of our users must be
identified to better understand their activities and problems.
• Empathy Map. With this tool it is possible to synthesize in greater depth emotional
and rational aspects of the user through a canvas that captures their actions and
feelings in relation to the problem addressed.
Stage 3. Definition
Students or teams of students are expected to define the idea they will develop based on the
data and results obtained from the previous stage. The tools used to define the idea are:
• Focus Group. With this tool, information should be obtained about the problem
addressed and the idea that will be developed to solve it, identifying their shared
experiences or desires.
• Field Visit. Once the different spaces of concurrence of our problem/person/object of
study have been identified, the students go to the established place to observe in situ the
users, the environment, the agents involved, among other factors. Previously, the
hypothesis or facts that are sought to be verified and clearly identify the objective of the
realization is established.
• Business model. It is designed for a quick evaluation of the idea being proposed. By
having the respective commercial proposal and identifying the elements required to
comply with each of the segments, a complete picture is obtained, both technical and
financial, which seeks to reduce uncertainty and risk during its execution.
Stage 4. Ideate
Once they have defined the ideas, considering their relevance and potential, they must select
the one with which they identify. To do this, a consultation is carried out with the teacher who,
based on his/her experience, will be able to select and determine which is the best idea with
which to work in the other stages. The following tools are used at this stage:
• SCAMPER. The SCAMPER questionnaire is carried out to define characteristics of the
project in a simple way through a series of questions agreed upon as a team or
individually.
• Video Marketing. This deliverable gives a lot of presence to the project in the different
contests, contests and presentations that are held. In addition, in some of them it is
explicitly requested.
Stage 5. Prototyping
Teams are given a maximum of five weeks to have a MVP. At this stage, the following should
be available:
• Prototype Design. For this activity, a sketch, a 3D print, or a design made in a computer-
aided design program is provided. This is an important activity to be able to visualize the
product in a physical form and perform the next activity.
• Manufacturing and Testing. This activity is of utmost importance for all projects. It is
the one that defines its qualification in the field of integrator, but beyond that, having the
prototype will make the project venture into different contests, competitions, or project
presentations. To do this, a time of 4 weeks is allocated in which the materials and
supplies must be obtained to be able to make the prototype. To conclude this activity,
projects should be presented to different innovation specialists to obtain feedback.
• Technological Maturity Level. This tool helps us to measure the technological maturity
of the projects developed, which will be an indicator in the review and evaluation by
experts.
According to [21], in the success of the prototypes with greater fidelity presented in
competitions, the tests and observations carried out in situ have been key, which has allowed us
to know the situations and conditions in which they will operate, clarifying the doubts of the
designers and taking actions to correct the necessary details.
Stage 6. Expert Evaluation
Projects should be presented to a committee of innovative experts to obtain different points
of view and feedback to fine-tune details of the prototype. This exercise is relevant, since having
different external opinions feeds the project, based on the recommendations and the
identification of the best practices to be implemented. This is another differentiating phase of the
proposed methodology, as it allows for a much broader and more competitive vision.
Stage 7. Dissemination of Results
Finally, at this stage all projects can be published in various media, to show the developments
that are being made by the Academic Division of Industrial Mechanics. For this, print media,
through local newspapers and in the youth news section are used, as well as institutional social
networks, such as Facebook and Twitter.
4. Results and experimentation
Some of the projects in which this methodology was applied, as well as the results obtained in
different national or international technological innovation competitions, are shown in Table 2,
where the different projects that participated from 2018 to 2022 in technological innovation
competitions are observed. These projects are described below.
4.1. Hawa
In 2019 and as a result of this methodology, a second place was obtained at the national level
for the project called "Hawa", which sought to reduce the amount of water wasted in toilets and
sinks, being able to use this device in public spaces (See Figure 13).
Figure 13: Hawa project.
4.2. AMILI Robot
The problem that gave rise to this project focuses on people who work in the fields and who
are exposed to pesticides that are used to fumigate crop fields, which can undermine their health.
The objective of this assistance and service robot is to carry out the fumigation activity in a safer
way for the people working in the field. In principle, the robot works in two modes: radio control
and autonomously, the first being the predominant option of operation, since so far experience is
still being developed in the field of autonomous vehicles to make trips without instructions from
an operator. Figure 14 shows the AMILI Robot project in its final stages. AMILI participated in
different tournaments such as: the Robotics and Advanced Technologies Tournament (TRYTA) of
the National Polytechnic Institute, where it won first place in the Ecotech category in 2019.
Figure 14: AMILI Robot.
4.3. Smart Dispenser
One of the problems encountered during the COVID-19 pandemic was the use of various
devices to carry out prevention functions in public spaces. In addition, the lack of personnel and
culture to carry out the corresponding temperature checks and the use of face masks (Figure 15).
That is why the idea of carrying out this project arose with the aim of designing an intelligent
electromechanical device capable of supplying antibacterial gel to people for the promotion and
application of preventive hygiene measures with the use of Computational Intelligence tools and
Embedded Systems.
Figure 15: Smart Dispenser.
This project was prototyped again in 2021. It had initially been carried out in 2020, but its
tests were not carried out due to the pandemic conditions. In 2021 it was decided to redesign this
prototype and validate it in the different technological innovation contests and competitions. In
Figure 16 the first prototypes of this project, made by a student in the internship stage, is shown.
Figure 16: First prototype of the dispenser, year 2020.
For the new version, the incorporation of different functions that would enhance this project
was considered, such as including a facial recognition system for the detection of face masks.
Additionally, infrared sensors were incorporated to administer antibacterial gel without the need
to touch the dispenser and this is a form of transmission of the virus. An App has been added to
view the amount of antibacterial gel and refill it quickly. Finally, a system was added that emits a
voice to give directions, as well as recommendations (See Figure 17).
Finally, this project was presented at the 2021 edition of the IEEE YESIST (Youth Endeavours
for Social Innovation Using Sustainable Technology) event held virtually, in which an honorable
mention was obtained for the presentation of this project.
Figure 17: First prototype of the dispenser, year 2020.
4.4. IOT device to measure water quantity and quality
The problem it addresses has to do with water scarcity. Currently, many houses in Mexico
suffer from lack of water or constant service cuts, which causes residents to acquire water tanks,
cisterns and pumps for their continuous supply. However, one of the main problems is that, for
the administration of the vital liquid, is that people cannot administer something that they cannot
measure. In addition, visualizing the water level of water tanks in buildings is often dangerous
for people. (See Figure 18.)
Figure 18: Location of water tanks in residential areas.
To solve the problem of water management and the danger that visualizing the water level
represents for families, the idea arose of remotely measuring the quantity and quality of the water
in the water tanks of the different homes, for which it is supported by sensors of level, pH,
turbidity, and temperature (See Figure 19). With this project, we participated in the Youth
International Science Fair 2023 that was held in Bali, Indonesia, obtaining a silver medal.
This project is still in development. Products such as research articles and a poster for
presentation at student congresses related to Artificial Intelligence and Robotics have been
derived.
Figure 19: Placing the device in the water tanks.
Table 2
Technological projects developed with the proposed methodology
Project Issues / SDGs Prize Level
Amili: Assistance & Service
Security/SDG 11 Silver Medal International
Robot
Hawa Project Water Care/SDG 13 Second National
Intelligent Automatic
Health/ DG 3 Honorable Mention International
Dispenser
IOT device to measure water
Water Care/SDG 13 Silver Medal International
quantity and quality
It should be noted that, every four months there are approximately 4 groups in the integrating
units, however, not all of them apply the methodology, only in those that have an impact, so that
on average we work with approximately 4 or 5 teams per room, being that, of these, generally 2
projects are with the necessary competitive potential. In addition, other awards or recognitions
on a smaller scale have been achieved, in addition to those shown in Table 2. Of all the cases
studied, so far only one of them has generated a StartUp.
The elements of each phase have been found to be fundamental. An element of differentiation
is found in the initial phase, since the motivation and leadership achieved has made the students
manifest an empowerment that was not observed before. Another relevant step is the evaluation
by experts, which increases the vision and improves the projects under development.
5. Conclusions
The proposed methodology has had excellent results in projects derived from the integrative
learning units (or courses) either for the third, fifth or tenth semester within the Mechatronics
career. The places obtained in different national and international competitions show the
relevance of the alignment of the projects with the different strategic lines selected, such as:
Renewable Energies, Water Care, Poverty, Food, Security, Environment and Health. The
motivation achieved, thanks to the results of the methodology and the leadership at the state
level, makes the students show a remarkable empowerment, which strengthens their graduation
profile. Another notable element of differentiation of the proposed methodology is the evaluation
of experts since it allows to improve some characteristics and/or conditions and to have a much
broader and more competitive vision. It should be noted that the stages integrate tools, methods,
and models, or are considered strategies. In the dissemination stage, the participation in
exhibitions and competitions is encouraged. As future work, it is expected that this methodology
can be applied in other careers within the same UTEZ, such as: Maintenance, Industrial Processes
and Nanotechnology. It should be noted that, for reasons of space, a case study is not included, so
it is planned to show it in another article. On the other hand, there is still a lot of work to be done,
since it is necessary to promote the culture of high-impact entrepreneurship, which is not
generally managed in public institutions, and it is necessary to develop the vision of creating
scalable ventures.
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