Browsing by Author "Barahona Millacura, Camila"

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    Assessment of user experience in video-based learning environments: from design guidelines to final product
    (2021) Madariaga Bravo, Leonardo Andrés; Nussbaum Voehl, Miguel; Gutiérrez Arias, Iván Nicolás; Barahona Millacura, Camila; Meneses, Alejandra
    To provide students with high-quality, tailored content, higher education institutions face the challenge of helping their instructors produce their own materials. New learning objects are usually assessed when students actually use the materials. To improve quality assurance in the design of learning objects, this paper proposes systemically analyzing the user experience of new learning objects. This involves not only considering student feedback, but also integrating other perspectives into a continuous feedback loop, through a participatory design approach. The proposed framework was tested during the implementation of a flipped classroom initiative in a large Chilean university over a period of six months, involving 6 content designers, 3 teachers, 2 teaching assistants and 98 students. We observe how elements of feedback are integrated through a systemic assessment, where the end result (the learning object) is contrasted with the elements that guided its creation (the design guidelines). In this way, the roles of designer and user are complemented so as to identify design gaps early on in the process of creating a solution. This study adds to the current literature by relating design guidelines with the principles of instruction during the design process in order to ensure the overall quality of the learning objects.
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    Development of a flipped classroom model for initial teacher training
    (2021) Barahona Millacura, Camila; Nussbaum Voehl, Miguel; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    Current educational practices in university teaching mostly falls under paradigms centered on the role of the teacher, who transmits the contents in an expository lecture and the student is the recipient of this information. This has generated students who passively receives content, to later apply it after class without the teacher's mediation, and thus only generating superficial learning. In particular, initial teacher training has found itself trapped under reproductive paradigms. Therefore, it becomes necessary to generate learning situations, in which the student is moved from a passive process, to a more active one, where the student is central, that is, from a teacher-centered approach to a teacher-centered approach. Given this, educational institutions, in search of innovating their educational practices, have implemented the flipped classroom model in order to transform learning, from a passive classroom, to an active one, where significant learning takes place. In this model, the acquisition of concepts happens before the lecture and class time is focused on the application and discussion of those concepts in a dynamic and interactive learning space usually facilitated by technological tools. However, the implementation of this model presents multiple challenges, since the introduction of technology in the classroom does not necessarily determine improve learning opportunities. Given this, this thesis proposes a flipped classroom model that promotes the adoption of a deep learning approach, and the implementation of activities that promote the development of higher skills. From this, three studies were developed. First, an analysis was conducted on both the individual (learning strategies and technological skills) and contextual factors that affect the student's satisfaction in a flipped classroom model. Secondly, it was studied how in the faceto-face class peer evaluation allows the development of critical thinking skills, and the relevance of feedback, both received and delivered. Finally, a study was performed, on the adoption of the students' learning approach and their technological skills, in a flipped classroom experience. Based on the studies carried out, this thesis offers a series of findings. In the first study, it was evidenced that the factors that affect student satisfaction in a flipped classroom model were: work prior to the face-to-face class, participation in face-to-face class, the teacher's classroom management and the use of technology by students. In the second study, it was indicated that peer evaluation allows the development of critical thinking in students and , in turn, it highlights the importance of giving feedback. Finally, in the third study, it is shown that it is possible to transform the classrooms of future teachers into a flipped classroom model that allows future teachers to adopt a deep learning approach and improve their technological skills. As a whole, these findings provide evidence and guidance on pedagogical practices for initial teacher training, which allows enriching and strengthening on the learning experiences of future teachers.