Artículos de conferencia

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A Protocol to Follow-up with Students in Large-enrollment Courses
(American Society for Engineering Education, 2021) Piña Aguilera, Matías Alonso; Hilliger, Isabel; Baier Aranda, Jorge Andrés; Melián, Constanza; Ruz Ruz, Cristián Daniel; González, Tomás Andrés
In response to the covid-19 health crisis, many higher education institutions quickly moved to online education. As a result of that sudden switch, students faced unexpected difficulties, such as lack of a good quality internet connection, adequate equipment, and a good study environment. Additionally, several of them dealt with the effects of health and emotional situations faced by themselves or family members. Aware of those additional difficulties, some institutions promoted a flexible approach, suggesting teachers to increase communication with their students and make the necessary modifications to course evaluations and deadlines.Teachers willing to approach their teaching in a more flexible manner need to make themselves aware of the needs of their students. In engineering massive courses, where student-teacher communication is usually burdened, gaining such an awareness is particularly difficult, requiring students to initiate communication. Unfortunately, in remote online settings, which may exacerbate social isolation, students may have less inclination to communicate with their teachers.This work-in-progress paper describes a case of study in which we describe and evaluate a protocol designed to actively engage in communication with students either with lower-than-average academic performance or with missing/late assignments. Using soothing language, a member of the teaching staff contacts students (or replies to a request from a student), attempts to establish the causes of the low academic performance and proposes specific actions to be taken in response to students' needs. The protocol was implemented in an advanced programming course during the second term (Fall) of 2020, at a large school of engineering in Latin America. To evaluate the student's perceptions of this approach, we collect data from several sources, including general-purpose student evaluations and questionnaires designed to specifically evaluate the perceptions of this approach. By analyzing different sources of data, we aimed to identify advantages and opportunities for improvement and scaling this approach at a school level. Among the most important contributions, even though our protocol was designed and implemented during the pandemic, it could also be implemented face-to-face or with online systems.
An overview of the LALA project
(2020) Muñoz-Merino, Pedro J.; Delgado Kloos, Carlos; Tsai, Yi-Shan; Gasevic, Dragan; Verbert, Katrien; Pérez Sanagustín, Mar; Hilliger, Isabel; Zúñiga-Prieto, Miguel Ángel; Ortiz-Rojas, Margarita; Scheihing, Eliana
The LALA project (“Building Capacity to Use Learning Analytics to Improve Higher Education in Latin America”) is a project that aims at building capacity about the use of data in education for improving education in Latin America. This article presents a general overview of the LALA project including the LALA framework (as a set of guidelines, recommendations and patterns for enabling adoption of learning analytics), the adaptation of learning analytics tools (mainly three different tools used in Europe) and the pilots with learning analytics experiences. The results of this project could serve as an example for other institutions in the Latin American region or other under-represented regions to adopt Learning Analytics as part of their processes.
CAI Asynchronous Methodology for Emergency Remote Teaching: An Experience in Introduction to Programming
(IEEE Computer Society, 2021) Muñoz Gama, Jorge; Salas-Morales J.; Herskovic V.
For learners, with learners: Identifying indicators for an academic advising dashboard for students
(2024) Hilliger Carrasco, Isabel; De Laet, Tinne; Henríquez, Valeria; Guerra, Julio; Ortiz-Rojas, Margarita; Zuñiga, Miguel Ángel; Baier Aranda Jorge Andres; Perez Sanagustin, Maria Del Mar
Insights in Learners' Behaviour and Early Dropout Detection based on Coursera MOOCs
(Institute of Electrical and Electronics Engineers Inc., 2021) Frank, Sarah; Gutl, Christian; Perez-Sanagustin, Mar; Hilliger Carrasco, Isabel
Increased utilization of distance learning makes the creation of effective learning tools ever more important. However, while Massive Open Online Courses (MOOCs) are a popular online learning tool, they often suffer from high user attrition. This paper investigated this effect for 6 different MOOCs with more than 35 thousand users, using AdaBoosted decision trees to create a model which was then used for the prediction of dropouts, as well as the calculation of feature importance scores. The resulting model generally scored high accuracy scores which were plotted for each course, and feature importance scores were especially high for the features encompassing the number of user requests, the user's total active time and the average time between clicks. Furthermore, the paper explored the results of the inclusion of forum data in this setting. While the forum features did not lead to a major increase in model accuracy, there was a statistical difference between the number of forum interactions for those who completed the MOOCs and those who did not, which opens up possibilities for future research into utilization of forum interaction data, and forums in MOOCs in general.
Learning analytics at UC-engineering: Lessons learned about infrastructure and organizational structure
(CEUR-WS, 2020) Pérez Sanagustín, Mar; Hilliger, Isabel; Maldonado Mahauad, Jorge Javier; Pérez Álvarez, Ronald Antonio; Hernández Correa, Josefina María
The development of Learning Analytics (LA) capabilities in a Higher Education institution is challenging. On the one hand, the institution requires of a technological infrastructure for adapting and/or developing LA services. On the other hand, the institution also needs of an organizational structure for designing and implementing new processes for assuring the adoption of these services. There are two different approaches for developing the necessary infrastructure and organizational structure. One consists on following a top-down process, in which the leadership of the LA initiative is mainly driven by institutional managers, who provide the necessary means. Another is bottom-up, where the initiatives are led by ground-level teaching staff without involving institutional managers. This article presents both approaches through two LA initiatives of Engineering School at the Pontificia Universidad Católica de Chile (UC-Engineering). We show how these two initiatives emerged and integrated into existing academic processes to improve teaching and learning at an institutional level. The infrastructure and organizational structure resulting from each initiative is presented, as well as the lessons learned. This paper aims at serving as an example for other universities in Latin America interested on developing and incorporating LA capabilities.
Por que os professores visitam um jardim botânico?
(2013) Cândido Vendrasco, Natália; Cerati, Tania Maria.; Rabinovici, Andrea.
Pre-engineering programs and the instillment of empowering abilities for minorities : the case of the SaviaLab Program
(2019) Miranda Mendoza, Constanza; Iñaki, Julián; Massiel, Hellen
In this article, we will seek to present one of the few exemplars in Chile that can be considered a pre-engineering program. The national program of Savialab. Savialab just recently won the GEDC Diversity Award granted by Airbus and the Engineering Deans Council. We’ll briefly present Savialab’s methodology and describe its participants. Finally, we’ll describe our ongoing research methodology proposed to evaluate the programs impact as a genuine pre-engineering program. STEM study programs have become increasingly relevant in modern societies as they’re considered vehicles for economic and social development. Nonetheless, one of the major concerns in STEM education is the lack of adequate representation of minorities groups in these programs. Examples of this are women, low-income, rural or first-generation students, and ethnic minorities and other social identities typically underrepresented in STEM. To overcome these challenges, many public and private initiatives have been deployed. Among these, engineering schools in the US have developed educational programs to instill engineering abilities in pre-college students. These programs have been called pre-engineering programs. Although there are a significant number of articles showing the positive impact of pre-engineering, there is still concern about the lack of standards in instructional designs. In spite of the fact that ‘pre-engineering’ as a concept is becoming more broadly employed in the US, it hasn’t really reached popularity in Latin America, nor in Chile in particular.
Redesigning a Cornerstone Course, Lessons Learned from a Pandemic
(American Society for Engineering Education, 2023) Cortázar Valdés, Catalina; Hilliger Carrasco, Isabel; Astudillo Laroze, Gabriel Alejandro
This evidence-based paper describes the process of implementing and evaluating a flipped classroom approach, in conjunction with a project-based learning methodology, in a remote Cornerstone Engineering course and how it was kept in the face-to-face return. In the first year, cornerstone engineering courses are taught mainly using project-based learning. This methodology allows students to develop teamwork and communication skills and promotes critical thinking allowing students to solve real-world problems. Traditionally, project-based learning courses are taught face-to-face. Due to COVID-19, educational institutions were forced to move from face-to-face teaching to remote teaching and learning. In this new setting, enhancing online teamwork became a challenge. In order to promote teamwork, a flipped classroom methodology with project-based learning was introduced into a Cornerstone Course during the lockdown in 2020. The flipped classroom is a teaching methodology where students learn the concepts before class meetings. In the classroom, the students apply the concepts learned asynchronously. This methodology allows students to take responsibility for their learning and to interact with their peers during classroom hours. It also allows professors to have a more productive time with students. In 2022, educational institutions returned to face-to-face teaching; this course was no exception. The teaching team maintained the flipped classroom methodology with project-based learning face-to-face. A survey was conducted to understand the students' perceptions concerning this methodology. The survey took place at the middle and end of the semester in conjunction with a small discussion group once the semester finished. The student body values the activities in class, where collaboration and teamwork are encouraged. However, they perceive an additional burden by having to watch videos before class. This article contributes to Engineering Education by providing guidelines for implementing a flipped classroom in a Cornerstone project-based learning (PBL) course.
Students ratings their open classroom discussion
(2021) Carrasco Ogaz, Diego; Treviño, Ernesto; López Hornickel, Natalia; Castillo González, Carolina
Open classroom discussion (OPD) is a recognized school practice, that promotes civic knowledge on students. However, the study of its effectiveness includes various methodological challenges. OPD items are reference-shift items, and if their rater-response nature is ignored, researchers may specify a compositional model leading to underestimation. Moreover, OPD scores of schools are subject to students inter rater variability. Common advice in this regard is to exclude groups with low inter-rater agreement. Nevertheless, this recommendation can result into a considerable loss of sample. In this paper, we argue that a within-between model specification is needed to address the first problem. For the second problem, it is proposed to use a dispersion effect model. This later model studies OPD relations to civic knowledge, at conditional levels of students’ lack of agreement on OPD ratings. Caveats on the use of students as raters of school practices are discussed.
Students’ adoption and learning outcomes in a MOOC-based flipped course
(2019) Hernandez Correa Josefina Maria; Hilliger Carrasco Isabel; Pertuze Salas Julio Alberto; Perez Sanagustin Maria Del Mar
Team negotiation strategies in entrepreneurship education: Patterns found in engineering students from Northern California and Santiago de Chile
(2016) Miranda Mendoza, Constanza; Hilliger, Isabel
A new way of doing engineering is rising. Particularly, accreditation criteria and local demands are requiring schools of engineering to transform engineering education by embracing entrepreneurship and innovation. Students need to be more prepared to address challenges of the industry through effective engineering design process. Nonetheless, we expect teams of students to able to overcome friction in any entrepreneurial endeavor with little or no instruction on how to work and orchestrate dissonance. This paper showcases context sensitive qualitative information from a team negotiation study conducted in two educational settings in North and South America. We describe two bottom-up negotiation strategies that become a shared pattern between the two research sites. Additionally, both group of students described a new mindset for doing things and solving real problems. Being comfortable with ambiguity is an emergent expected outcome from new way of teaching and learning engineering. Further findings could rise from collecting information in other research sites. A convergence in the negotiation patterns is expected. The techniques are visual in nature and have to the potential to be transferrable as concrete tools to be instructed in any engineering design curriculum.
The integration of faith, culture and life in Catholic schools: keys to understanding and pedagogical orientations
(2021) Marini, Guillermo; Galioto, Carmelo
This paper discusses the integration of faith, culture and life in Catholic schools, offering keys to understanding and pedagogical orientations. First, based on magisterial documents, the text identifies three features that characterise this integration: a comprehensive understanding of knowledge, a testimony offered through the lives of teachers, and an approach to Catholic schools as a ‘community laboratory’. Second, the paper exemplifies the integration of faith, culture and life through a secondary school mathematics class. This example allows manifesting those three features in concrete pedagogical practice. Finally, the paper provides orientations that can foster the integration of faith, culture and life in Catholic Schools. These guidelines are related to: promoting teaching-learning experiences based on analogy, discussing the understanding of knowledge that runs through the school curriculum, articulating the pedagogical principles that guide teachers’ work, and guaranteeing institutional commitment to transform the school into a community laboratory. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Understanding epistemological change due to a course in anthro-design : new insights for engineering epistemologies
(2019) Miranda Mendoza, Constanza; Goñi, Julian
This is a work in progress. Engineering epistemologies is one of the key research areas in engineering education. This area currently focuses on what constitutes engineering thinking and knowledge (Adams et al. 2006). Relevant research efforts has been done to generate conceptual distinctions in engineering knowledge, but little research has focused on how students actually learn new epistemologies. Engineering “epistemic education” (Barzilai & Chinn, 2018) should be incorporated in this research agenda. In terms of educational psychology, this process can be understood as the sophistication of “epistemological beliefs” (Hofer & Bendixen, 2012) specific to engineering. Because of its exploratory nature, case studies and qualitative-driven research could inform future steps in the development of this sub-area of research. We examine a novel Anthro-Design course as a successful case of epistemological change in engineering undergraduate students in Chile. This course provides students with a structured research methodology to generate innovation opportunities for real counterparts from national industries and organizations. Student engagement in this applied research process is sustained and scaffolded through diverse teaching strategies such as lectures, participatory activities, class discussions and research activities. Throughout the course and activities students are provoked to adopt an anthropological and designer mindset to tackle engineering challenges. Specifically, this course promotes the use of cultural anthropology as a comprehensive framework, that is, as an epistemological belief system. Combined with anthropology, the design process is used as practical carrier of comprehensive findings. The course also holds a tension within the interaction of the role as an engineer in the applicable knowledge driven by industrial practice and the role of the engineer as a creator of knowledge. To evaluate epistemological change, we developed a sequential explanatory design (Creswell & Clark, 2007), with emphasis in qualitative data [quant->QUAL] (Morgan, 1998; Johnson & Onwuegbuzie, 2006). We used three items of the Epistemic Beliefs Inventory (EBI) –validated in Chile by Leal-Soto & Ferrer (2017)– to detect significant differences before and after the course. We will ask students to share their epistemic change journeys through semi-structured and narrative interviews and also through elicitation workshops. We envision our preliminary findings to depict epistemic change as a process closely linked to “hands-on” conceptual application and “real-world” experience more so than in-class theoretical discussion. That is, students should tend to internalize epistemic learnings more likely if it clarifies conflicts with their innovation projects treating with real people. We will seek to analytically showcase how specific teaching practices contribute –or not– to engineering epistemological change. Drawing from this experience, we propose educational insights to design effective epistemic education in engineering and research steps to continue this debate. Multidisciplinary courses with sufficient balance between robust theoretical background and concrete real-world educational practices could best fit the demands to generate epistemological change in engineering education.

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