Hugo Ernesto Martínez
Senior Researcher, INNOTEC Research Group

At REDDI Colombia, together with the INNOTEC research group from the Universidad Industrial de Santander, we analyzed over two decades of scientific research (2001–2023)—based on a sample of 124 publications—to understand how e-learning is connecting with the Internet of Things (IoT). Here are the most interesting conclusions:

An emerging field

No publications on the subject were recorded in the analyzed sample between 2002 and 2013. However, research began to grow significantly from 2016 onwards, peaking in 2022. The COVID-19 pandemic accelerated this interest: it forced institutions to rethink how to conduct remote teaching, and IoT emerged as a key tool for achieving this.

Which countries are leading the research?

China and Saudi Arabia lead scientific production in this field, demonstrating strong research collaboration. It is noteworthy that Latin America still has a very limited presence in this area, representing a significant opportunity for the region to begin forging its own path of research and innovation in IoT applied to education.

Technologies accompanying IoT in education

E-learning and IoT do not operate in isolation. Research shows that they are increasingly being combined with:

  • Artificial intelligence
  • Big data
  • Blockchain
  • Cloud computing
  • Augmented and virtual reality

This has given rise to concepts such as “smart learning,” “smart education,” and “smart university.”

Beyond Technology: Educational Inclusion

One of the most valuable findings is the potential of e-learning and the IoT to support personalized learning experiences, expand access, and bridge digital divides. When implemented effectively, this can bring quality education to students with disabilities, as well as those in rural or low-resource areas, regardless of their geographic location.

What is missing?

Most current studies are theoretical. The next step—and the great opportunity—is to move toward practical, real-world implementations that demonstrate the impact of IoT in the day-to-day classroom (whether physical or virtual).

This analysis is part of our research presented at the 23rd LACCEI International Multi-Conference (Mexico City, July 2025).

Read the full article here.

Learn more about Reddi Colombia

Authors: Hugo Ernesto Martínez, Sara Juliana Anaya, and Ángela María Castro

Juan Manuel Chaves
Manager of Reddi Colombia

There is a common belief that bringing researchers and business leaders together in the same room is the starting point for innovation. However, I discovered that having the talent and the will did not guarantee that projects would actually materialize. Conversations often lost momentum just as they were getting started. The problem was not a lack of interest, but the absence of an invisible yet essential ingredient: trust.

 

That gap is bridged by recognizing that academia and the business world—while sharing an interest in solving complex challenges—operate according to different logics. While businesses prioritize viability, time-to-market, and implementation, researchers focus on rigor, evidence, and scientific validity. Far from being an obstacle, this difference is the engine of innovation: when aligned, the depth of academic knowledge is enriched by the business sector’s pragmatic approach, allowing ideas to transform into high-impact solutions.

 

The best collaborations I have witnessed do not begin with the intention of solving everything at once. They start with an honest conversation, a well-defined challenge, and an initial opportunity to work together. Testing a solution, validating a hypothesis, or developing a pilot project allows the parties to get to know one another through action. It is in this process that agreements are forged, expectations are clarified, and—above all—results are generated that build the confidence needed to move forward.

 

That is why open innovation goes far beyond simply connecting people or issuing a call for proposals. It is about creating the conditions for knowledge to meet relevant problems, and for organizations to access capabilities they would not possess on their own. It means opening up a space where companies, startups, universities, and research centers can pool their expertise and turn it into real-world impact.

That is the vision behind BioenergyTech. This initiative is led by Econova—the Ecopetrol Group’s innovation network—operated by the Cali Chamber of Commerce, and executed by Reddi Colombia; it seeks to connect technological capabilities with real-world challenges in the agro-industrial sector. The call for proposals opens up opportunities to develop solutions for energy recovery from swine waste, sugarcane by-products (vinasse and filter cake), and rice husks.

 

BioenergyTech aims to bring these solutions into real-world settings. Selected organizations will be able to move toward validating their technologies in the Valle del Cauca region, benefiting from specialized guidance and resources allocated for the development of three pilot projects. It is an opportunity to demonstrate capabilities, strengthen partnerships, and contribute to an energy transition that makes better use of the resources available in our region.

We believe that Colombia possesses the solutions, talent, and knowledge to transform agro-industrial waste into new opportunities for sustainability, competitiveness, and development. What we need is to continue creating spaces where we can come together, test ideas, learn, and scale up collectively.

If your company, startup, university, research group, or technology center has a solution that can address these challenges, we invite you to learn more about the call for proposals and submit your application by August 31, 2026.

 

Discover the challenges and participate at www.reddicolombia.com/bioenergytech/

Hugo Ernesto Martínez

Senior Researcher at the INNOTEC Research Group.

At REDDI Colombia, together with the INNOTEC research group from the Universidad Industrial de Santander, we analyzed over two decades of scientific research (2001–2023)—based on a sample of 124 publications—to understand how e-learning is connecting with the Internet of Things (IoT). Here are the most interesting conclusions:

An emerging field

No publications on the subject were recorded in the analyzed sample between 2002 and 2013. However, research began to grow significantly from 2016 onwards, peaking in 2022. The COVID-19 pandemic accelerated this interest: it forced institutions to rethink how to conduct remote teaching, and IoT emerged as a key tool for achieving this.

Which countries are leading the research?

China and Saudi Arabia lead scientific production in this field, demonstrating strong research collaboration. It is noteworthy that Latin America still has a very limited presence in this area, representing a significant opportunity for the region to begin forging its own path of research and innovation in IoT applied to education.

Technologies accompanying IoT in education

E-learning and IoT do not operate in isolation. Research shows that they are increasingly being combined with:

  • Artificial intelligence
  • Big data
  • Blockchain
  • Cloud computing
  • Augmented and virtual reality

This has given rise to concepts such as “smart learning,” “smart education,” and “smart university.”

What is missing?

Most current studies are theoretical. The next step—and the great opportunity—is to move toward practical, real-world implementations that demonstrate the impact of IoT in the day-to-day classroom (whether physical or virtual).

This analysis is part of our research presented at the 23rd LACCEI International Multi-Conference (Mexico City, July 2025).

Read the full article here.

Learn more about Reddi Colombia

Authors: Hugo Ernesto Martínez, Sara Juliana Anaya, and Ángela María Castro

Hugo Ernesto Martínez

Senior Researcher at the INNOTEC Research Group.

At REDDI Colombia, together with the INNOTEC research group from the Universidad Industrial de Santander, we analyzed over two decades of scientific research (2001–2023)—based on a sample of 124 publications—to understand how e-learning is connecting with the Internet of Things (IoT). Here are the most interesting conclusions:

An emerging field

No publications on the subject were recorded in the analyzed sample between 2002 and 2013. However, research began to grow significantly from 2016 onwards, peaking in 2022. The COVID-19 pandemic accelerated this interest: it forced institutions to rethink how to conduct remote teaching, and IoT emerged as a key tool for achieving this.

Which countries are leading the research?

China and Saudi Arabia lead scientific production in this field, demonstrating strong research collaboration. It is noteworthy that Latin America still has a very limited presence in this area, representing a significant opportunity for the region to begin forging its own path of research and innovation in IoT applied to education.

Technologies accompanying IoT in education

E-learning and IoT do not operate in isolation. Research shows that they are increasingly being combined with:

  • Artificial intelligence
  • Big data
  • Blockchain
  • Cloud computing
  • Augmented and virtual reality

This has given rise to concepts such as “smart learning,” “smart education,” and “smart university.”

What is missing?

Most current studies are theoretical. The next step—and the great opportunity—is to move toward practical, real-world implementations that demonstrate the impact of IoT in the day-to-day classroom (whether physical or virtual).

This analysis is part of our research presented at the 23rd LACCEI International Multi-Conference (Mexico City, July 2025).

Read the full article here.

Learn more about Reddi Colombia

Authors: Hugo Ernesto Martínez, Sara Juliana Anaya, and Ángela María Castro

Universities today face an interesting paradox: their most valuable assets are intangible and extend far beyond traditional infrastructure. The knowledge and skills of their community, their organizational capacity and structure, and the strength and relevance of their ties with the surrounding community are the true drivers of their quality and sustainability. However, few universities manage these assets systematically.

 

This is precisely the starting point of an investigation that I had the opportunity to develop, entitled “Intellectual capital in higher education institutions: an exploratory literature review” , and which was presented within the framework of the ACOFI 2025 International Meeting on Engineering Education.

 

What is intellectual capital and why should a university care about it?

 

Intellectual capital (IC) can be understood as the set of intangible assets that allow an organization to transform its resources—human, financial, and material—into real value. In the case of universities, this value translates into the quality of teaching, research output, and social impact.

Sara Anaya
Reddi Project Analyst

This concept is structured around three interdependent dimensions:

 

🧠Human Capital (HC) : the knowledge, skills and experience of the university community —teachers, researchers, administrative staff and students— that are at the heart of the mission processes.

 

🏛️Structural Capital (SC) : the systems, processes, technologies, and organizational culture that sustain institutional functioning, even when people change.

 

🤝Relational Capital (RC): the collaborative networks with other institutions, the productive sector, graduates and society, which expand the reach and resources of the university.

 

What did the literature review find?

 

Based on the analysis of 39 documents published between 2020 and 2024 —selected from an initial search of 674 in Web of Science— findings emerge that invite a rethinking of university management

  1. The CI is a driver of institutional innovation.

 

Universities that strategically manage their intellectual capital are better able to align their resources with their objectives, resulting in higher quality teaching, more research output, and more effective interaction with the environment.

2. Measuring IQ allows for better decision-making.

 

Far from being a theoretical exercise, measuring the CI helps higher education institutions (HEIs) identify specific strengths and weaknesses in their three core mission areas: teaching, research, and outreach. This makes the CI a tool for strategic self-assessment and continuous improvement.

3. Human capital leads the conversation, but it cannot act alone .

 

The reviewed literature particularly highlights “teaching quality” and “faculty quality” as key factors. However, the evidence also indicates that structural capital—through the integration of technology and efficient processes—and relational capital—through strategic alliances—are equally fundamental for comprehensive institutional performance.

4. Relational capital is the big challenge.

 

One of the most striking findings of the review is the gap in the literature regarding relational capital. Although all studies agree on its importance, it is the least empirically explored dimension. This represents both a research opportunity and a management challenge for universities.

The question that remains open, and which this research proposes as a future agenda, is: what is the specific impact of each dimension of CI on the quality of each mission axis? Answering this with solid empirical evidence could transform the way universities plan, evaluate, and relate to their communities.

 

📄 Read the full article here:


 👉 https://acofipapers.org/index.php/eiei/article/view/4406/2853

Authors : Sara Juliana Anaya, Ángela María Castro and Hugo Ernesto Martínez

In Colombia, micro, small, and medium-sized enterprises (MSMEs) represent the heart of the business sector. Their capacity to generate employment, boost local economies, and adapt to new challenges makes them fundamental players in regional development. However, many of these businesses face significant challenges when seeking to innovate: limited access to technology, a lack of specialized resources, and barriers to connecting with knowledge ecosystems.

 

Given this scenario, strategic alliances between companies, Higher Education Institutions (HEIs) and knowledge transfer entities are becoming an essential tool to strengthen competitiveness and promote sustainable innovation processes.

 

This reflection arises precisely from the scientific article “Strategic Alliances as Drivers of Sustainable Innovation in MSMEs in Cauca, Colombia” , developed by the Reddi Colombia team and published in the academic journal INGE CUC.

 

Innovating through collaboration

 

The study, developed within the framework of the Fusióni3 Cauca project, analyzed the innovation needs of 30 MSMEs from sectors such as agro-industry, manufacturing, commerce, tourism, construction and information technologies in the department of Cauca.

One of the main findings was that companies not only require access to new technologies, but also strategic support to strengthen internal capabilities that allow them to sustain innovation over time.

The research identified four fundamental pillars on which SMEs focus their main needs:

 

  • Continuous improvement
  • Technology management
  • Product development
  • Market positioning

These pillars demonstrate that innovation does not depend solely on incorporating technological tools, but on building more adaptive, efficient organizational processes oriented towards continuous learning.

 

The role of universities and innovation entities

 

The study also highlights the strategic role played by Higher Education Institutions and development and innovation entities within the regional ecosystem.

 

Universities contribute research capabilities, technical knowledge, and specialized human talent. Meanwhile, entities like Reddi Colombia facilitate connections, bring together stakeholders, and promote technology transfer processes that connect these capabilities to the business sector.

 

This relationship allows companies to access:

 

  • Specialized training
  • Consulting and technical support
  • Applied research
  • Product development and validation
  • Digital transformation strategies
  • Innovation and collaboration networks

 

Beyond addressing immediate needs, these alliances strengthen the ability of SMEs to adapt to dynamic markets and build sustainable competitive advantages.

Sustainable innovation: beyond technology

One of the most relevant aspects of the article is its approach to sustainable innovation. The concept is not limited to implementing new tools or processes, but incorporates social, economic, and environmental dimensions aligned with the Sustainable Development Goals (SDGs).

This implies promoting an organizational culture capable of:

  • Continuous learning
  • Adapting to change
  • Incorporate sustainable practices
  • Generate long-term value
  •  

In this sense, the sustainability of innovation depends as much on technology as on the ability of organizations to build collaborative relationships and strengthen their internal capabilities.

 

An ecosystem that is strengthened by connecting capabilities

 

The experience of Fusióni3 Cauca demonstrates that when knowledge is connected with the real needs of the territory, concrete opportunities are generated to transform companies and strengthen regional innovation ecosystems.

SMEs need allies that allow them to advance in transformation processes, while universities and innovation entities have the opportunity to bring their capabilities closer to the productive sector in a more strategic and applied way.

Ángela Castro

Jefe de proyectos

At Reddi we believe that innovation happens when capabilities connect and generate real opportunities for collaboration, growth and sustainable development.

Because strengthening innovation in the regions is not just about promoting new technologies: it’s about building networks of trust, knowledge transfer, and collaborative work that allow more companies to innovate, grow, and remain competitive over time.

Authors : Ángela María Castro-Rodríguez, Laura María López-Castrillón, Catalina Rúa-Gómez and Miguel Ángel Piedrahita Triviño