Dra. Badilla-Quintana, María Graciela

The quality of Education in Chile is a controversial topic that has been in the public debate in the last several years. To ensure quality in graduate programs, accreditation is compulsory. The current article presents a model to improve the process of self-regulation. The main objective was to design a Model of Quality Assurance for Postgraduate Programs in order to constitute a theoretical, mathematical, and informatics reference that would optimize the processes of self-regulation, self-evaluation, and accreditation of master and doctorate programs from the Universidad Católica de la Santísima Concepción, Chile. This descriptive research is based on a mixed methods approach. The proposal was intended through theoretical and empirical references related to the accreditation systems. The analysis process was conducted with key informants, and the informatics instrument was created and validated through expert judgment. After the analysis, the model was optimized considering the expert’s suggestions. As a result of the optimization process, a matrix of eight dimensions was obtained and it is available online in order to be used by the heads of postgraduate programs. Finally, a model with four main stages was achieved in order to install a self-regulation and a self-evaluated culture that leads to accreditation as evidence of the quality of postgraduate programs.

It is essential to understand and manage technology for pre-service teachers in order to propose methodological, educational and assessment strategies that allow them to innovate and respond adequately to the demands of the educational system. The objective is to identify the elements that pre-service teachers use in learning situations for the production of digital educational resources created to teach using social networks through the TPACK rubric. This research was developed focused on a quantitative methodology and a descriptive design. The sample was formed by 32 pre-service teachers who attend an Information and Communication Technology Course in 2014, at the Faculty of Education, Universidad Católica de la Santísima Concepción. Main results obtained from the analysis of three educational resources (blog, Prezi and cartoons) indicate that they possess a low level of integration of curricular objectives and technologies; however, results show that students have a high level to select the technological resources in the design of didactic activities. It can be concluded that incorporation of the TPACK model, positively helps pre-service students to know how to integrate the teaching resources in an innovative way. It enables the achievement of an adequate articulation of technology in teaching and learning.

This article analyzes the cultural transition towards postmodernity or a knowledge society and its impact on the changing needs of cities. This transition is characterized by a growing diversification of the use of technologies in most of the economic, political, educational, social,and cultural activities of different human groups. The concept of smart cities emerges, in which the roles and behaviors of citizens are redefined in physical spaces and in their interactions, as well as the function of institutions and interpersonal relationships. Emerging models of social and cultural behavior are required to analyze and systematize these realities, to understand how to increase effectiveness in action, and to rethink education and new ways of teaching and learning.All these processes are based on phenomena of innovation and management, mediated by technology.We proposed an analysis of the new digital skills of these individuals. The elements that shape the reformulation of roles and reference models, as well as an analysis of the postmodern cultural changes and the formation of a holistic, human-community-technology vision, are based on a new pyramid of training needs in which technologies are placed at the service of people’s development,organizations, society, and culture.

Contemporary society is going through a cultural transition that leads to new conceptions about the ways in which human beings organize socially and communicate. This process of deep social and cultural transformations is characterized by a technological disruption, in which virtuality forms a new dimension that behaves as an extension of human intelligence. This new form of human interaction impacts on the social imagination, demanding one to rethink social and educational paradigms for the two-dimensional citizen. In this context, this research article describes the sociological importance and the process of social adaptation of users to a personal learning environment (PLE). It includes the validation process of an instrument for the study of the PLE of 8th grade students belonging to 15 schools in the Biobío Region of Chile. A PLE is a frame of reference that can help to understand how two-dimensional citizens socially adapt and influence the sustainability of local and global systems. The validation method for this instrument considered four stages: i) Expert judgment: considering the opinions of six educators and experts in information and communication technologies (ICT); ii) a pilot test: that included a non-probabilistic sample of 472 subjects; iii) a principal components analysis (PCA); and iv) a confirmatory factor analysis (CFA). The Questionnaire on Work Habits and Learning for Professional Futures and the Context Questionnaire SIMCE TIC were used as a reference. When performing a psychometric analysis, a Cronbach alpha coefficient of 0.89 was obtained. This confirms that the adaptation of the instrument is good. The results of the dimensional analysis help us define a structure for the new instrument considering three components that explain 55% of the total variance. The results of the confirmatory factor analysis showed adjustment indexes that support the theoretical model proposed for the PLE study. In conclusion, the instrument was composed of three latent variables: Open self-regulated learning (OSRL) with eight questions, information management (IM) with four questions, and creation and transfer of knowledge (CTK) with four questions

La metodología de enseñanza – aprendizaje Flipped Classroom constituye una propuesta pedagógica que fomenta un estilo de aprendizaje de mayor protagonismo del estudiante, porque previamente pone a su disposición los contenidos a fin de que en la sesión presencial se utilicen estrategias de asimilación mediante el trabajo colaborativo y cooperativo. Esta investigación de enfoque cualitativo, presenta el diseño e implementación de esta metodología en un establecimiento educativo en Chile. El objetivo general es conocer la percepción de los docentes y estudiantes de secundaria acerca del proceso de innovación docente a través de la clase invertida. Se utilizó un diseño de investigación bajo el modelo de Teoría Fundamentada. Los resultados obtenidos a través de entrevistas semiestructuradas, dan cuenta de que la metodología fomenta la interacción del estudiante con las TIC como soporte y apoyo para la preparación de la clase, genera diversos escenarios de aprendizaje que aumentan la motivación y las altas expectativas en los estudiantes y docentes que participaron de la experiencia.