Capítulos de libros

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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.
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.
Conclusions and recommendations
(Taylor and Francis, 2023) Manen, Saskia M. van; Kremer Ramírez, Klaus Nicolás; Jaenichen, Claudine; Lin, Tingyi S.; Ramírez Andersen, Rodrigo Andrés
This conclusion presents some closing thoughts of the key concepts discussed in the preceding chapters of this book. The book emphasizes the importance of structurally including design in all of its guises, methodologies and perspectives as standard practice in emergency management. It points out, in order to enable design for emergency management, a broader culture of design needs to become established within government agencies. The book offers suggestions of partners who can be engaged in co-designing, such as for-profit entities in the retail sector. It also offers another creative solution to this conundrum by showcasing the value of collaborating with higher education institutes. The book examines how to mobilize people by showcasing the interplay of various communication aspects, that is text, imagery, and an auditory component, which work in harmony to foreground urgency in a warning, and are intended to assist the audience in sense making and subsequent action taking.
Connected or Disconnected? Exploring the Relationship Between Citizenship Norms and Other Citizenship Attitudes in Young People
(Routledge, 2022) Villalobos, Cristóbal; Carrasco Ogaz, Diego; Miranda Riquelme, Catalina; Morel Rioseco, María Jesús; Treviño Villarreal, Juan Ernesto; Sandoval-Hernández, Andrés
Citizenship is a complex, multidimensional concept that comprises a broad set of beliefs, values, skills, knowledge, actions, and dispositions. Due to this multiplicity, the relationships between the components of citizenship are not necessarily linear or causal. Using the largest and most recent comparative study on youth citizenship, the 2016 International Civic and Citizenship Education Study, this chapter analyzes the relationship between civic norms and four attitudes: multiculturalism, gender equality, patriotism, and respect for democracy. To differentiate between different types of civic norms, five profiles of eighth-grade students are discussed: (1) comprehensive (students who express that all civic norms are important; (2) duty-based (students who support traditional norms, like obeying the law or respecting authorities); (3) socially engaged (students who support norms oriented toward helping the community and protecting the environment and human rights); (4) monitorial (students who value non-conventional forms of political participation); and (5) anomic (those with the lowest endorsement in all citizenship norms). General trends show that the profiles of civic norms endorsement vary significantly between countries, suggesting that citizenship norms are constructed contextually. There is continued relevance in exploring the contradictory relationship between patriotism and multiculturalism, or gender equality with respect to other civic attitudes.
Experiencia universitaria en pandemia: ¿Qué sabemos de los estudiantes en contexto de desventaja socioeconómica?
(Centro de Políticas Públicas UC (Chile), 2022) Vizcarra Rebolledo, Hilda Ruby; Zapata Larraín, Gonzalo
Este artículo aborda el análisis de la experiencia estudiantil en pandemia de universitarios en contexto de desventaja socio-económica, a partir de antecedentes proporcionados por la Encuesta Nacional de Compromiso Estudiantil, ENCE 2020, y desarrollado en el marco de un curso del programa UC Propone. Los resultados sugieren que los estudiantes en desventaja socio-económica presentan diversidad en su experiencia estudiantil y algunas diferencias respecto de aquellos provenientes de sectores más acomodados. El desafío de una educación superior de calidad y con justicia social, requiere poner mayor atención no sólo a las características en el acceso de los estudiantes, sino que, a sus diversas trayectorias y necesidades para enriquecer las oportunidades de formación y promover el logro académico.
Hacia intervenciones de fomento lector inicial para el hogar ajustadas a sus usuarios: aportes del Diseño Centrado en el Individuo
(Ediciones Universidad Finis Terrae, 2023) Mendive Criado, Susana; Lecaros Besa, Catalina del Rosario
How Could Be Used Student Comments for Delivering Feedback to Instructors in Higher Education?
(Springer, 2024) Astudillo Laroze, Gabriel Alejandro; Hilliger Carrasco, Isabel; Baier Aranda, Jorge Andres
In higher education, open-text comments from Student Evaluations of Teaching (SET) provide valuable insights into instructional strategies. However, processing these comments can be challenging, leading to limited feedback for instructors. This research aims to develop Natural Language Processing (NLP) strategies to transform student comments into actionable feedback. Two research questions guide this study: 1) How can NLP methods diagnose the effectiveness or mismatch of instruction in higher education? and 2) How can these diagnoses inform personalized recommendations for contextually relevant teaching practices? Using cosine similarity between vector representations of student comments and literature-based statements it is diagnosed the presence of effective teaching practices. This diagnosis will inform personalized feedback recommendations. Preliminary work has used Exploratory Factor Analysis was used to analyze latent dimensions in the comment-statement similarity matrix and results suggest that correlations are linked to pedagogically relevant latent variables. This methodology seems to be a valid strategy for diagnosing the effectiveness or mismatch of teaching practices in higher education. Future research directions include exploring text data representations from different theoretical perspectives on education and investigating the impact and implementation of teaching practices suggested by language models compared to those recommended by human agents.
Moving Beyond Vocabulary: EFL Preservice Teachers’ Challenges Integrating Content and Language
(Springer Science and Business Media B.V., 2024) Barahona M.; Hao Jing
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.This chapter reports on a study that explored how a group of EFL preservice teachers integrated content and language as they planned a Content and Language Integrated Learning (CLIL) unit designed for young learners. This classroom-based study was designed in an initial English language teacher education programme in Chile and was offered in a didactics course. In this course, a range of teaching strategies were taught—including CLIL and Reading to Learn (R2L)—to prepare preservice teachers to integrate content and language into their classrooms. Specifically, in this chapter we analyse five unit plans designed by 15 Chilean preservice teachers and their associated reflections on the challenges they faced planning the integration of content and language. Results of the research suggested that although participants attempted to integrate content and language in a balanced way, units tended to be content-focused, and the language elements were largely limited to vocabulary teaching. Therefore, the integration was not necessarily pedagogically effective in its guiding ambition. Yet, there were some well-intentioned efforts to integrate language and content as participants designed reading and writing activities which encouraged the use of vocabulary in a meaningful way, with some evidence of the implementation of some R2L principles. Given this context, the chapter seeks to further understand how EFL preservice teachers learn to teach CLIL, as well as providing several recommendations on how to assist future teachers move most effectively beyond vocabulary teaching when integrating content and language in EFL teaching context.
Navigating the challenges and opportunities for equipping pre-service English language teachers for diverse classrooms
(Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.
This chapter reports on research designed to analyse the views and attitudes of a group of 12 Chilean pre-service teachers (PSTs) of English towards inclusive pedagogies, and to critically examine their perceived levels of professional responsibility for diversity as experienced during teaching placements. Using a qualitative methodology, data were collected through semi-structured interviews with PSTs from four Chilean universities. The interviews were structured around three main dimensions: (i) the role of English language teacher education programmes in preparing teachers for diverse contexts, (ii) the candidates’ pedagogical readiness and pedagogical responsibility for diversity, and (iii) the challenges and opportunities encountered during school placements. Analysis of the interview data revealed that while PSTs showed a great sense of pedagogical responsibility and recognition of the value of initial teacher education programmes in providing grounding for diverse contexts, they expressed a sense of limited pedagogical preparedness to meet the needs of increasingly culturally and linguistically diverse language learning classrooms. Further, the findings suggested that attempts to enact inclusive pedagogies during placements are constrained by the persistent drives of neoliberal ideologies for accountability, standardisation, and a continuing narrowing of curriculum focus.
Public affairs education in Latin America and the shape of the state: the cases of Brazil, Chile, and Colombia
(Edward Elgar Publishing, 2022) Corrêa Gomes, Ricardo; Sanabria-Pulido, Pablo; Pliscoff, Cristian; Carvalho Teixeira, Marco Antonio
This chapter explores, from a comparative perspective, the current state of public administration education in three Latin American countries, each with strong similarities and different traditions and emphases on their public administration structures. In doing so, we aim to analyze how the shape and the type of the State have influenced public affairs education in the three countries. We will offer in the first part an overview of public administration in Latin America. In the second section, we will delve into the evolution and the current state of public affairs education at three different levels (undergraduate, master, and doctoral). Finally, according to the analysis in section 2, we will display a comparative analysis aiming to disentangle the particular focus in each country, the differences, and the commonalities to see whether there is a Latin American way of teaching public affairs.
Science Learning in Non-formal Settings
(2024) Cândido Vendrasco, Natália; Pugliese, Adriana
Non-formal science education settings, such as zoos, aquariums, botanical gardens, science centers, and museums, can significantly contribute to people’s interest and understanding of science and public participation in science-related civic issues. In Latin America, the emergence of these settings was late, but they increasingly present characteristics of the identity and context of the region. This chapter aims to discuss specific issues in the context of museums in Latin America, rethinking how science education is conducted in these countries, in order to understand the existing diversity and advance practices that promote equality and social inclusion in the context of the demands of Latin American audiences. In particular, the barriers and potentialities of the physical contexts of these settings are discussed, and human mediation is proposed as an important tool to transform visits to these spaces into more inclusive experiences.
Science Teacher Trainers in Higher Education: An Exploratory Study on Conceptions of Gender and Science Education
(Springer, 2024) Palomera Rojas, Pamela Veronica; Verdugo Castro, Sonia; García Holgado, Alicia; Meneses, Alejandra; Martínez Galaz, Carolina
The aim of this research was to characterise from the gender ideologies the conceptions about the relationship between gender and science education of university professors who train science teachers. The study is of an exploratory-descriptive nature and was carried out during the first four-month period of the 2022–2023 academic year in a Spanish public university with a long history in the training of science teachers. Among the participants there are 5 men and 5 women; they have a long career in the academic field, carry out research in their scientific discipline and teach in disciplinary areas and in the training of science teachers. The main results show that, among the conceptions of university professors, there is a recognition of the gender gaps in science education, and they are able to recognise the different biases and stereotypes existing in the sciences. In spite of this, the professors consider that gender mainstreaming in their teaching practices is not very useful because they teach scientific issues of the field, which are not gendered. In summary, although there is knowledge of the differences that occur due to gender issues, opposing views still persist, which leads to the need to delve deeper into these issues.
Teachers’ beliefs about poverty: a barrier we must face
(IntechOpen Limited, 2022) Gómez Nocetti, Viviana; González Vallejos, María Paz; Gutiérrez Rivera, Pablo Sebastián
The poorest children have the lowest educational results, which the neoliberal model has deepened. The State transferred its responsibility to private and municipalities through supply subsidies, but the amount did not ensure quality. To solve this problem, it provides an additional subsidy for each “priority” child, demanding accountability, but with high institutional and individual consequences. But the gap remains, and teachers are held accountable for these low results. The literature shows that teachers hold beliefs that prevent them from dealing constructively with this reality. Beliefs about poverty were investigated by asking 828 teachers from low and lower-middle SES schools with standardized test scores above and below the average of similar schools to point out four characteristics of vulnerable schools. The data were analyzed by means of thematic and semantic field analysis. A shared narrative was found, independent of the type of school, attributing failure to the degraded context that surrounds it, from which the families and children come. Neoliberal policies based on accountability have intensified the work of the teacher and the constant threat has led them to self-defense. There is an urgent need to change the approach if opportunities for the poorest children are to be improved.
Transitioning face-to-face courses to online format
(Unesco, 2023) Bachmann C., Ingrid; Keith, Susan; Cozma, Raluca
There are many reasons for instructors to switch from in-person to online courses. The transition may be planned (because, for instance, of student demand for an online version of a course or a remote audience for the course) or unplanned (e.g., as the result of an emergency preventing face-to-face, on-campus learning, sometimes when the course has already started). Regardless of the specific scenario, however, one thing is clear: Instructors moving courses from face-to-face to online delivery cannot simply do the same things they would have in a traditional classroom. For online courses to work, journalism instructors need to rethink the way they teach and organize courses and reassess their methods of evaluation, oftentimes with no previous training on the matter (Delaney and Betts, 2020). Indeed, the key in this transition is adaptation, rather than mere replication. Accepting change and embracing new opportunities may make the whole experience less daunting for instructors and students (see Bazluki and Milman, 2019). While there is no one-size-fits-all way to teach – online or otherwise – the challenge of transitioning to remote classes goes better with a five-fold approach in which instructors get some clues from their own students, focus on learning outcomes rather than specific activities, adjust their procedures, organize and manage their lessons, and clearly communicate with students about the course. Each of these steps is further developed below.

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