Capítulos de libros

Permanent URI for this collection

https://repositorio.uc.cl/handle/11534/22991

Browse

Browsing Capítulos de libros by browse.metadata.categoria "Educación"

Now showing 1 - 20 of 24
  • No Thumbnail Available
    Item
    Analyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach
    (Springer, 2023) Villalobos E.; Hilliger, Isabel; Perez-Sanagustin M.; González Ugalde, Carlos; Celis S.; Broisin J.
    Many studies have explored using different indicators to support students’ self-monitoring. This has motivated the development of student-facing analytics, such as dashboards and chatbots. However, there is a limited understanding of how learners interpret these indicators and act on that information. This study evaluates different indicators from a student perspective by adapting the card sorting technique, which is employed in Human-Centered Design. We chose eight indicators based on different comparative reference frames from the literature to create 16 cards to present both a visual and a text representation per indicator. Qualitative and quantitative data were collected from 21 students of three majors at two Latin American universities. According to the quantitative results, students’ agreement level about the indicators’ interpretability and actionability was relatively low. Nonetheless, the indicators that included temporality were found to be less interpretable but more actionable than those that did not. The analysis indicates that several students would use this information to improve their study habits only if their performance in the course is lower than expected. These findings might be used as a starting point to design student-facing analytics. Also, adapting the card sorting technique could be replicated to understand learners’ use of indicators in other TEL contexts.
  • No Thumbnail Available
    Item
    Aprendizaje activo y pedagogías de la práctica para la formación inicial de educadoras y educadores
    (Ediciones UC, 2021) Meneses, Alejandra; Strasser, Katherine; Barra, Gabriela
  • No Thumbnail Available
    Item
    Avanzando al desarrollo académico: programa de mentorías con enfoque de género
    (Ediciones UC, 2024) Véliz Calderón, Daniela Ximena; Muñoz García, Ana Luisa; Trebisacce Marchand, Catalina; Pontificia Universidad Católica de Chile. Facultad de Educación
    "Desde hace medio siglo los feminismos habitan las academias. Trabajan sostenidamente en la adversidad de los márgenes y contra la subestimación que arroja nuestras perspectivas a los confines de las bibliografías complementarias de los programas de formación. Durante todas estas décadas hemos aprendido a pensar desde epistemologías críticas y a desarrollar éticas de trabajo que procuran navegar a contrapelo de las lógicas del mercado del conocimiento. El feminismo está en el corazón de cómo generamos conocimiento, cómo escribimos, cómo citamos, cómo y con quienes trabajamos, cómo publicamos, hablamos y hacemos sentido del mundo. Este libro es una reflexión situada en el contexto de nuestro sur global, colonizado, sometido al neoliberalismo y amedrentado por las nuevas derechas. Desde aquí pensamos en torno a las experiencias de participación de los saberes feministas en las universidades y en las lógicas de producción de conocimiento en dichos espacios. Hacemos una cartografía de experiencias disímiles que, sin embargo, hacen eco aquí y allá, en diferentes puntos del continente. Lejos de producir voz homogénea en la discusión sobre género, este libro muestra, a lo largo de sus secciones y capítulos, una diversidad de aproximaciones y discusiones sobre género y/o feminismos en educación superior. No toda la discusión a este respecto se posiciona explícitamente desde teorizaciones feministas y sabemos que en los procesos de construcción de conocimiento nada está finalmente resuelto y cerrado. Cuando pensamos que avanzamos hacia una conclusión, nos encontramos con aperturas que nos dirigen a otros conocimientos, otras preguntas, otras ideas, y otras voces emergen. Tenemos el convencimiento de que siempre existe la posibilidad de dar vuelta una idea, desarrollar una perspectiva conceptual o teórica diferente frente a una problemática. La genealogía del trabajo feminista nos ha enseñado a volver a pensar y retrabajar historias, ideas, teorías y conceptos más de una vez. Resignificar y reescribir el conocimiento es parte de la tarea. "Feminismos en el umbral de la academia" representa complicidades para imaginar lo (im)posible desde los feminismos en la construcción de conocimiento en las universidades en un contexto de avances de políticas e iniciativas de género que convive con una agenda antigénero. A pesar y en contra de la indiferencia, la marginación y la persecución del pasado y del presente, los feminismos habitan nuestras universidades tensionando y traspasando los umbrales de la academia, con estrategias para sortear las ficcionales fronteras epistémicas, burocráticas, formales y políticas, construidas para dejarnos fuera.
  • No Thumbnail Available
    Item
    Educación Parvularia: Análisis y desafíos pendientes
    (Ediciones UC, 2024) Rodriguez Aceituno, Pamela Francisca; Balladares Hernandez, Jaime Andres; Sánchez Diaz, Ignacio
  • Thumbnail Image
    Item
    El lenguaje académico como catalizador de la equidad en la educación escolar
    (The Wac Clearinghouse, 2021) Meneses, Alejandra; Uccelli, Paola; Ruiz, Marcela
    Actualmente, el aprendizaje de la escritura académica se considera un requisito fundamental para desenvolverse adecuadamente en contextos especializados de comunicación. Sin embargo, muchos estudiantes llegan a la universidad sin las habilidades de lenguaje necesarias para participar exitosamente en actividades de aprendizaje y evaluación. Las nuevas políticas educativas han promovido un acceso masivo a la educación superior, lo que ha aumentado la diversidad lingüística en el aula y con ello los desafíos de enseñanza del lenguaje académico. Si bien se cuenta con numerosos estudios sobre escritura académica en niveles universitarios, el desarrollo del lenguaje académico en edades escolares ha sido escasamente investigado. En este capítulo, se presenta el constructo de lenguaje académico transdisciplinar, así como evidencias empíricas sobre los desempeños de escolares chilenos. Además, se releva la contribución de estos desempeños en la comprensión lectora y en el aprendizaje de las disciplinas. El lenguaje académico es propuesto como catalizador de la equidad en contextos escolares.
  • No Thumbnail Available
    Item
    Facing the change beyond COVID-19: continuous curriculum improvement in higher education using learning analytics
    (Edward Elgar, 2022) Hilliger Carrasco, Isabel; Pérez Sanagustin, Mar
    Due to the rapid digitalization of Higher Education, universities and colleges have access to more student data than ever before, allowing for real-time analysis of student behaviour and learning results. To evaluate the quality of curriculum and teaching practices, some institutions have relied on curriculum analytics a subfield of learning analytics aiming to leverage educational data for improving program quality and student learning. So far, some promising tools have been developed to inform curriculum renewal strategies. However, this is still an emerging research area, so little is known about how it supports continuous curriculum improvement in different university settings. More robust design-based research is needed to understand how curriculum analytics helps higher education stakeholders gain better understanding of student outcome attainment. This chapter presents a research agenda that reflects on the importance of promoting continuous curriculum improvement and the research challenges for using curriculum analytics for this purpose.
  • Thumbnail Image
    Item
  • No Thumbnail Available
    Item
    Hacia un giro en las reformas educativas para una calidad equitativa.
    (2015) Torres Núñez, Pablo Enrique; Torres, Rodrigo; Facultad de Educación, Pontificia Universidad Católica de Chile
    Una serie de reformas se han incorporado a nuestro sistema escolar en las últimas décadas. Como producto de ellas se han logrado importantes avances en términos de cobertura y mejoramientos en resultados de aprendizajes, y más recientemente equidad. No obstante, nuestro sistema educativo sigue siendo en términos comparativos, un sistema de bajos resultados y de grandes desigualdades fuera del contexto latinoamericano. En este ensayo ofrecemos un análisis general del carácter de las reformas escolares llevadas a cabo hasta ahora y en carpeta. Proponemos un posible camino que pensamos sería beneficioso comenzaran a tomar futuras reformas. Para esta nueva etapa, creemos que las políticas educativas debieran perfilarse con foco en la calidad de los aprendizajes, dentro de un ámbito que vela por la equidad, o lo que podríamos denominar calidad equitativa. Para lograr esto argumentamos por la necesidad de girar el énfasis de las reformas escolares hacia los docentes y los procesos de enseñanza-aprendizaje. Estos son temas centrales que la evidencia internacional respalda como prioritarios y que forman parte central de nuestros estudios doctorales en Inglaterra desde la economía de la educación y la psicología educativa.
  • Thumbnail Image
    Item
    Intercultural Education in Chile: A Discussion Map
    (Springer, 2023) Morawietz, Liliana; Treviño, Ernesto; Villalobos, Cristóbal
    This first chapter addresses three distinct aspects of Bilingual Intercultural Education (EIB, by the Spanish acronym). The first section provides a brief overview of the recent history of EIB during the last two decades in Chile, outlining its main policies and describing the major milestones and advances, as well as its various challenges, in order to demonstrate the development path that EIB has followed in the country.
  • Thumbnail Image
    Item
    Introduction: Schools are being produced right now
    (2019) Matus Cánovas, Claudia
    This chapter introduces the major theoretical frames that delineate the object of study for researching the production of normalcy in school contexts. The major intellectual exercise in this work is to trouble the discursive, material, and affective paths that define how and why we should study the intertwined relation between policy, research practice, and inequality. In this introduction, major theoretical concepts and articulations will be laid out. It will also provide a critical contextualization of where this research is developed, with a specific focus on how neoliberal economic cultures and liberal ways of understanding policy reproduce inequality. The introduction also offers a description of the coming chapters, their foci, and articulations.
  • No Thumbnail Available
    Item
    Is there a standard for standardized testing? Four Sketches of the Applicability (or Lack Thereof) of Standardized Testing in Different Educational Systems
    (Lawrence Erlbaum Associate, 2008) Grigorenko, Elena; Jarvin, Linda; Niu, Weihua; Preiss, David
    The issue of the applicability and usability of standardized achievement and aptitude testing approaches in different countries around the world is gaining importance in the context of world globalization. First, more and more people obtain their college and professional educations in places other than their country of birth and/or the country in which they practice their professions; thus, there appears to be a need for a unified metric of some kind that can compare, at this advanced level, the academic aptitude and achievement of competing candidates. Presumably, standardized achievement tests eliminate educational borders between countries as they help to promote educational exchanges by increasing comparability. Moreover, such tests are assumed to help create a universal scale of measurement, which fosters a particular set of skills, deemed important in most developed economies.
  • No Thumbnail Available
    Item
    La Implementación de la Evaluación Docente.
    (2009) Torres Núñez, Pablo Enrique; Sun Figueroa, Yulan Irma; Calderón, Paula; Valerio Guerrero, Nelson Rodrigo Andres; Escuela de Psicología Pontificia Universidad Católica de Chile
  • No Thumbnail Available
    Item
    LAFe: Learning Analytics Solutions to Support On-Time Feedback
    (Springer Science and Business Media Deutschland GmbH, 2024) Mello R.F.; Alves G.; Harada E.; Perez-Sanagustin M.; Hilliger I.; Villalobos E.; Felix E.; Broisin J.
    © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.Feedback given to students by instructors is essential to guide students and help them improve from their mistakes. However, in higher education, instructors feel unable to give quality and timely feedback due to work overload and lack of time. In this context, this tutorial intends to discuss possible data-based and AI solutions for supporting students and instructors in the feedback process. It will include: a panel discussion about the importance of automating the feedback process, a demo of tools for this goal, and a card sorting activity to understand important aspects of developing tools to support on-time feedback.
  • No Thumbnail Available
    Item
    Lengua Castellana y comunicación primero medio
    (MN Editorial-MINEDUC, 2009) Carreño Bolívar, Rubí
  • No Thumbnail Available
    Item
    Los Procesos Familiares Como Mediadores de la Relación Entre el Contexto Socioeconómico y los Resultados Cognitivos y Educativos
    (Ediciones Universidad Católica, 2012) Strasser Salinas, Katherine; Mendive Criado, Susana; Susperreguy Jorquera, Maria Inés
  • Thumbnail Image
    Item
    Mapeando el uso del análisis de redes sociales en los sistemas educativos de América Latina. Tendencias, aportes y desafíos.
    (Centro de investigaciones sociales, 2023) Villalobos Dintrans, Cristobal Alejandro; Trevino Villarreal, Juan Ernesto; Berger Silva, Christian; Palacios, Diego; UC; Universidad Mayor
  • No Thumbnail Available
    Item
    Pathways to College: Latino Youth and the Transition to Higher Education
    (Emerald Group Publishing Limited, 2012) Davis-Kean, Pamela E.; Mendoza, Celeste M.; Susperreguy Jorquera, María Inés
    It is predicted that by the year 2050, Latinos will make up approximately 30% of the U.S. population. Although the high school completion rate for Latinos has increased over the years, only 44% of these students transition into college. Latinos are faced with numerous obstacles as they try to navigate the college pipeline such as being more likely to attend high poverty secondary schools and have parents with little experience with college education. Despite these challenges, many Latino students continue to be academically successful. From 2009 to 2010, there was a 24% growth in Hispanic enrollment, a higher increase than any other ethnic group. It is important to note that much of this enrollment growth has been at community colleges with 46% of Latino students matriculating to two-year institutions. Latinos are still the least likely to complete a bachelor’s degree. While nearly 39% of white 25- to 29-year-olds completed a four-year degree in 2010, only 13% of Latinos did the same. Thus, it is important to identify factors that may influence the high school to college transition for Latino youth, as well as factors that impact college completion. This chapter explores these issues as a function of the academic and family culture that support the development of achievement in Latino youth. We highlight the important differences in those that matriculate to community college and those to four-year colleges.
  • No Thumbnail Available
    Item
    Privatisation, School Markets and Socioeconomic Segregation: An International Overview
    (Springer Nature, 2023) Gutiérrez Cofré, Gabriel
    Several educational systems have introduced market-oriented reforms in the last two decades. Recent research has suggested that these schemes may increase the socioeconomic segregation of the school systems, especially when designed to boost between-school competition (Verger A, Fontdevila C, Zancajo A, The privati zation of education: a political economy of global education reform. International perspectives on education reform. Teachers College Press, 2016). From an interna tional comparative perspective, this chapter explores how between-school socioeco nomic segregation has changed in 33 school systems in the last two decades and its association with features of the educational markets. Drawing on the Programme for International Student Assessment (PISA) records from 2000 and 2018, the anal ysis provides segregation (dissimilarity) measures for countries with heterogeneous levels of private provision, academic selectivity, and school fees. The fndings stress that the segregation of socioeconomically disadvantaged students remains a signif cant challenge for most educational systems. However, the estimations suggest no clear relationship between the evolution of school market features under analysis and changes in socioeconomic segregation. The complexities of reducing the system segmentation and its relation to school reform are discussed in the conclusions.
  • Thumbnail Image
    Item
    Prólogo. Muchos Méxicos, Muchas educaciones
    (2022) Toro Blanco, Pablo Andrés
  • Thumbnail Image
    Item
    Resolución de problemas científicos desde una perspectiva sociocientífica: aproximación en profesorado de química
    (Dykinson, 2024) Quintanilla Gatica, Mario R.; Carla Olivares-Petit; Cerda Martínez, María Inés