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.
A Step by Step Methodology for Software Design of a Learning Analytics Tool in Latin America: A Case Study in Ecuador
(IEEE, 2019) Ortiz-Rojas, M.; Maya, R.; Jimenez, A.; Hilliger, Isabel; Chiluiza, K.
One main objective for software developers is to find the right approach to design and develop a tool faster and effectively. In the context of Learning Analytics (LA) in Latin America, this becomes more complicated due to a lack of clear guidelines that could guide Higher Education institutions (HEI) to the design of LA tools. Thus, this study describes a step by step methodology for software design of a LA tool. The methodology combines the phases of Design Thinking and the testing components of Human-Computer Interaction theory. It starts from the LALA framework, a set of methodologies that guides HEI to create a baseline of LA needs in the context of a project named LALA (Learning Analytics in Latin America). The needs are then materialized into a tool after a user-centered iterative process takes place. The methodology is not only adaptable for HEI that have never implemented LA tool, but also for HEI that have implemented an LA tool and need to make some upgrades. For validation purposes, this article presents a case study of adopting this methodology in the design of visualizations of an academic counseling tool, and discusses the results to illustrate its use for other HEI.
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.
Clearn: A Cost-conscious Student-led Online Judge for a Large Programming Course
(2024) Herskovic Maida, Valeria Paz; Muñoz Gama, Jorge; Balladares Conejeros, Fernando Ignacio; Quiroz Pastor, Nicolas Alberto; Flores, Pablo
Online judges in programming courses allow students to improve their coding abilities and instructors to analyze student work and detect challenging topics. Although several online judge platforms are available, most are limited in that they cannot support a large number of students simultaneously working on an assignment during a fixed time period, or can only do so at a significant cost, making the use of such systems in developing countries non-viable. This paper presents Clearn, a new platform that is (1) cost-conscious, as we have focused on lowering costs, (2) student-led, as we have empowered students and teaching assistants to lead its development and maintenance, and (3) highly simultaneous, as it allows over 1,000 students to work simultaneously on a timed assignment. This paper presents the platform, as well as the lessons learned during its development and deployment, and its reception by the students.
COMMUNICATIVE CONDITIONS FOR LEARNING IN PRIMARY SCHOOL: A MULTIMODAL, DIALOGIC, AND FUNCTIONAL LOOK AT THE CLASSROOM
(2016) Medina Morales Lorena Pia; Ortiz, Dominga; Ojeda, Pablo; Alvarado, Constanza; Llanos, Tomas; San Martin, Ernesto; Mansilla, Fernanda; Chova, LG; Martinez, AL; Torres, IC
The present study was intended to observe and describe the multiple modes of communication employed in the classroom for fostering the learning of students from 7 fifth grades belonging to 3 subsidized private schools in Santiago de Chile, in the areas of Language and Mathematics, during one academic year. This was the specific objective of a wider research project that, by means of a mixed methodology, seeks to establish connections between the communicative conditions of the classroom and students' learning outcomes.
Does taking a MOOC as a complement for remedial courses have an effect on my learning outcomes? a pilot study on calculus
(2016) Pérez Sanagustín, Mar; Hernández Correa, Josefina María; Gelmi Weston, Claudio Andrés; Hilliger, Isabel; Rodríguez Palma, María Fernanda; Verbert, Katrien; Sharples, Mike; Klobučar, Tomaž
El compromiso escolar como mediador en la relación entre las dimensiones de Covitalidad y logro escolar
(2024) Angulo Gallo, Lisandra; Varela Torres, Jorge Javier; Berger Silva, Christian; Guzmán Martínez, Paulina; Hidalgo Canales, Roy; Cuevas Pavincich, Francisca; Valdivia, María Belén; Hernández, Cristóbal
La Covitalidad integra varios rasgos y habilidades relacionados entre sí, generando un funcionamiento positivo en todas las áreas de la vida de la persona. Una mayor experiencia de covitalidad pudiera llevar a mejores indicadores escolares, a través de aumentar el compromiso escolar de los estudiantes, sin embargo, esta hipótesis requiere ser contrastada a través de la evidencia empírica. El estudio realizado tuvo como objetivo estimar el efecto mediador del compromiso escolar en la relación entre las diversas dimensiones de la covitalidad y el logro escolar, por medio de Path Analysis.
Evaluating a learning analytics dashboard to visualize student self-reports of time-on-task: A Case Study in a Latin American University
(2021) Hilliger, I.; Miranda, C.; Schuit, G.; Duarte, F.; Anselmo, M.; Parra Santander, Denis Alejandro
Exploring the Effects of Applying Learning Analytics for Teaching Procedural Skills in Health Sciences Education
(2021) Villagrán I.
© 2021 ACM.In Health Science Education (HSE), students must demonstrate technical skills in many procedures. However, traditional teaching methodologies limit the possibilities for personalized feedback from an instructor and generally do not allow students to achieve the required proficiency levels. Concerning this, technology has been installed as a learning resource with numerous benefits that allow new multidisciplinary lines of research, such as learning analytics (LA) and educational data mining (EDM). Both LA and EDM seek to improve educational practice based on the intensive use of educational data, such as analyzing online learning patterns, creating performance predictions, and incorporating artificial intelligence techniques. There is a range of possibilities in applying LA and EDM in teaching procedural skills that have not yet been explored. For this reason, this study aims to answer (1) How the educational data explain the development of procedural skills in virtual environments to support the teaching-learning process in Health Science Education?; and (2) How automatic feedback and adaptive personalization affect the performance and instructional design of the procedural skills learning process of health science students? We expect that this study contributes to the field of technical skills learning mediated by technology in higher education by using the data provided by the interaction of students with virtual resources to support educational decision-making and optimize the teaching and learning processes in HSE.
Exploring the Impact of Generative AI for StandUp Report Recommendations in Software Capstone Project Development
(2024) Neyem, Hugo Andrés; Sandoval Alcocer, Juan Pablo; Mendoza Rocha, Marcelo Gabriel; Centellas-Claro, Leonardo; González, Luis A.; Paredes Robles, Carlos Daniel
StandUp Reports play an important role in capstone software engineering courses, facilitating progress tracking, obstacle identification, and team collaboration. However, despite their significance, students often grapple with the challenge of creating StandUp Reports that are clear, concise, and actionable. This paper investigates the impact of the use of generative AI in producing StandUp report recommendations, aiming to assist students in enhancing the quality and effectiveness of their reports. In a semester-long capstone course, 179 students participated in 16 real-world software development projects. They submitted weekly StandUp Reports with the assistance of an AI-powered Slack, which analyzed their initial reports and provided suggestions for enhancing them using both GPT-3.5 and the early access GPT-4 API. After each submitted report, students voluntarily answered a survey about usability and suggestion preference. Furthermore, we conducted a linguistic analysis of the recommendations made by the algorithms to gauge reading ease and comprehension complexity. Our findings indicate that the AI-based recommendation system helped students improve the overall quality of their StandUp Reports throughout the semester. Students expressed a high level of satisfaction with the tool and exhibited a strong willingness to continue using it in the future. The survey reveals that students perceived a slight improvement when using GPT-4 compared to GPT-3.5. Finally, a computational linguistic analysis performed on the recommendations demonstrates that both algorithms significantly improve the alignment between the generated texts and the students' educational level, thereby improving the quality of the original texts.
Guidelines for Educational Software Design That Consider the Interests and Needs of Teachers and Students
(IEEE, 2013) Nussbaum Voehl, Miguel; Infante, Cristián
Numerous investigations have identified obstacles in the use and appropriation of technology by educational stakeholders. This paper addresses obstacles to technology integration in the classroom that refer to the social relationships between teachers and students in addition to their interests and needs. In particular they refer to aspects that occur within the classroom which explain resistance, especially on the part of teachers, to the use of educational software. This work presents a set of guidelines which include the particular needs of both teachers and students in the classroom and apply these to particular software to show its application. The paper concludes that it is not only the adopted teaching model (e.g., problem based learning, etc.) when designing software that necessarily produces learning, but also the simplicity and functionality of the technological tools that facilitate teaching, that have to consider the teacher's needs and assists in delivering human relationships that allow for class implementation.
Influence of Student Diversity on Educational Trajectories in Engineering High-Failure Rate Courses that Lead to Late Dropout
(IEEE, 2019) Salazar Fernandez, Juan Pablo; Sepúlveda Cárdenas, Marcos Daniel; Munoz Gama, Jorge
Global growth in participation in higher education has helped to increase diversity of students, and traditionally underrepresented minorities on gender, income and math skills have expanded their presence in engineering education. Nevertheless, late dropout has increased and the number of engineering graduates remains low in western world. The analysis of educational trajectories using process mining techniques can help to explain the relationship between a sequence of academic results and late dropout. This case study seeks to answer how gender, income and entry math skills may explain differences on educational trajectories of engineering students in high-failure rate courses that lead to late dropout. Academic records for 794 engineering students at Universidad Austral de Chile that belongs to cohorts 2007 to 2009, were extracted and analyzed using process mining discovery techniques. Models of educational trajectories on high-failure rate courses were created and then analyzed using the Investment Model as a reference framework. Findings reveal the following: late dropout is related to the number of consecutive semesters that a student maintain pending failed courses; low-income students and those with low entry math skills tend to be more persistent, even if they have unsatisfactory trajectories; female students tend to be more risk-averse when they have unsatisfactory results. Understanding the educational trajectories of students who end in late dropout can help managers and policy makers to improve the curriculum, entry conditions and programs that support disadvantaged students.
Initial Training of teachers for inclusive education in Chile
(Future Academy UK, 2017) Villalobos Dintrans, Cristóbal Alejandro; Wyman San Martin, Ignacio Andrés
The increasing diversity of students imposes a great challenge for teachers: to create quality educational processes for every student. Since initial training is understood as a significant space for the development of numerous competences, skills and attitudes, it has a core role in this challenge. Nevertheless, there is no systematic study of how the initial training of generalist teachers is approached for inclusive education in Chile. Given this, this article analyzes the results of a national study that examined the characteristics of initial training programs of Elementary Education teachers regarding inclusive education in Chile. To do so, an analysis on the contents of the profiles of graduation and description of every program valid up to 2014 was performed. These programs were analyzed in three central dimensions, each of which related to inclusive education: values and principles of educational inclusion; types or dimensions of diversity and; curricular management for inclusive education. Results show the existence of a great heterogeneity among programs throughout the country, in terms of the sense and intensity given to inclusive education in the different programs. Most of the programs are not offering –at least, not explicitly- formations with an intensive focus on inclusive education and there are not differences between private and public universities.
Interactive System for Language and Communication Stimulation Directed to Young Children
(IEEE, 2019) Vásquez, C.; Jiménez, J.; Guevara, M.; Cortés Peña, Pamela Alejandra; Herrera, M.; Pittaluga, E.; Pino, E. J.; Guevara, P.; Peña Harris, Maria Caridad
We present an Interactive System for Language and Communication Stimulation (ISLACS) directed to young children. The system is a technological educational application intended to stimulate learning abilities, developed as a native mobile application for devices with Android operating system. It is specially designed for children between 2 and 4 years of age, to stimulate language, contingency and attention, through cognitive tasks in the form of interactive mini-games. The activities teach the association between images with the corresponding infrequently used spoken words, and images of letters with the corresponding sounds (i.e. phonemes). The mini-games are based on multimedia resources, mainly videos of an educator, real objects and animals. The software evaluates progress by measuring interaction parameters such as correct answers and response time and has an algorithm to randomize the trials across children. The application is tested in 314 2-4 year-old children. Each child played a minimum of 8 sessions every other day, each one presenting 6 words and 4 letters, and testing for 3 words and 2 letters. Results showed that ISLACS is an attractive game for young children, which significantly succeeded to teach children the sounds of the letters and a repertory of nearly 48 infrequent words in Spanish, in a brief intervention.
It’s not just your opinion. Authoritarianism of classrooms peers, classroom discussion and gender equality support
(2019) Lay Martinez, Siugmin Paz; Carrasco Ogaz, Diego; López Hornickel, Natalia Verónica; Treviño Villarreal, Juan Ernesto
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.
Participation of Latin America in MOOCs: Exploring Trends Across Providers
(IEEE, 2020) Maldonado Mahauad, Jorge Javier; Ruipérez Valiente, José A.; Pérez Sanagustín, Mar; Jenner, M.; Despujol, I.; Turró, C.; Staubitz, T.; Rohloff, T.; Montoro, G.; Reich, J.
Massive Online Open Courses (MOOCs) have become popular in various regions of the world through the years. Since 2008, this phenomenon has received plenty of attention from higher education and universities across countries began to produce these courses. The countries of Europe and the United States are the world's leading producers of MOOCs and research studies reporting on this topic. This previous research has focused on (1) analysing data from global providers such as edX, Coursera or FutureLearn; (2) describing learners' characteristics from a small sample of courses in these regions; and (3) offering overviews of courses and platforms. However, research in other regions such as Latin America or Africa are very scarce. As a consequence, little is known about local initiatives in Latin America region, and about the needs and characteristics of its learners. Moreover, this has generated an unequal and biased perspective of what we know today about MOOC learners. To close this inequality gap, this work, presents a cross-platform exploratory study in Latin America, using data from more than three million learners and seven different MOOC providers to generate a joint comparable analysis about students' characteristics in this region with others regions in the world. Preliminary results report on the differences and similarities of trends based on level of education, age, gender of students, their level of activity and performance of learners in Latin America through the different providers of MOOCs. These results help us understand the MOOC ecosystem in Latin America and report results to the entire community, while at the same time calling for more large-scale studies between researchers and institutions.
Scaffolding Feedback in Writing Using an Online Marking Platform: A Case Study
(IEEE, 2018) Besser, M.; Carrasco Navarrete, Paula Sofía; Lagos, J.; Villalon, J.
This article reports on the use of an online platform to support feedback providing in writing tasks for primary school teachers in Chile's educational system, and its evaluation in a real writing assessment task. Previous studies report on a lack of classroom writing tasks in Chile, with time costs being the main reason by which teachers avoid assessing students' writings. The platform was designed to reduce the time teachers spend providing feedback while at the same time it scaffolds aspects of feedback quality. A quasi-experimental case study was performed, in which feedback provided by a teacher through the platform was analyzed and compared with feedback carried out by the same teacher in a traditional way. The aspects compared were the time employed in producing the feedback, the quality of the feedback and the user experience in both formats. Results suggest that technology can effectively support the production of better quality feedback, although time savings were not observed.
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.

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