Browsing by Author "Constanza Miranda"

Now showing 1 - 8 of 8
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    Analytical categories to describe deficit attributions in deep disagreements between citizens and experts
    (2021) Claudio Fuentes; Julian “Iñaki” Goñi; Constanza Miranda
    Disagreements often arise from citizen-expert collaboration, as both agents share a different epistemic worldview. Fogelin, following Wittgenstein, proposed that some disagreements (i.e. deep disagreements) cannot be rationally solved when participants share different forms of life. Citizen-expert is an exemplar of this sort of disagreement. Moreover, deep disagreements are often followed by deficit attributions from one of the agents to the other, regarding their epistemic understanding, credibility, and motives. Articulating the notions of deep disagreements and deficit attributions, as well as reviewing the complementary concept of epistemic injustice, we have constructed analytical categories that allow us to understand two things: (1) how deficit attributions operate in dialogical contexts of deep disagreements and (2) what types of deficit attributions we can find. We expect that this characterization can serve to analyze citizen-expert dialogues and the pursuit of more modest and inclusive forms of conversation.
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    Developing an Innovative Medical Training Simulation Device for Peripheral Venous Access: A User-Centered Design Approach
    (2020) Constanza Miranda; Fernando Altermatt; Ignacio Villagrán; Julián Goñi
    Nurses and other health students may lack the proper time for training procedural tasks, such as peripheral venous access. There is a need to develop these abilities in novices so that errors can be avoided when treating real patients. Nonetheless, from an experiential point of view, the simulation devices offered in the market do not always make sense for educators and trainees. This could make the adoption of new technology difficult. The purpose of this case study is to describe the development of an innovative simulation device and to propose concrete tactics for the involvement of the educators and trainees. We used a participative design based approach, with an ethnographic basis, where incremental cycles of user testing, development and iteration were involved. The study showcases methods from the field of design and anthropology that can be used to develop future simulation devices that resonate with students and educators to achieve a long term learning experience. Results could shed a light on new ways for the involvement of educators and students to create devices that resonate with them, making learning significant and effective.
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    Does the Revision of ABET Student Outcomes Include the Competencies Required to Succeed in Start-Ups and Entrepreneurial Companies?
    (2017) Isabel Hilliger; Constanza Miranda; Mar Pérez-Sanagustín; Manuela De la vega
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    Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education
    (2020) Julian Goñi; Catalina Cortázar; Danilo Alvares; Uranía Donoso; Constanza Miranda
    Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.
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    Meanings and Uses of Design for Innovation: Conversations with UK Companies
    (2021) Ricardo J. Hernandez; Rachel Cooper; Constanza Miranda; Julian Goñi
    In this paper we discuss how design can have different meanings and uses in practice and what of those are related to innovation processes. The paper looks at diverse theoretical stances in regard to the meaning of design. Later on, the paper describes data collected through in-depth interviews with fifteen UK companies in the manufacturing, engineering, transport, urban living and digital services areas. The findings inform our understanding about definitions and uses of design. In addition, we identify some of the difficulties companies experience in measuring the value and contributions of design, and illustrate alternative methods companies use for that purpose. The paper concludes with a synthesis of the findings from this research.
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    The ethical implications of collecting data in educational settings: discussion on the technology and engineering attitude scale (TEAS) and its psychometric validation for assessing a pre-engineering design program
    (2021) Constanza Miranda; Julian Goñi; Astrid Pickenpack; Trinidad Sotomayor
    K-12 Engineering Education has placed a lot of attention on students' attitudes or predispositions towards science and technology. However, most assessment methods are focused on STEM as a whole or only on technology. In this article, we will discuss the instrument called Technology and Engineering Attitude Scale (TEAS) which focuses on attitudes towards technology. Previous studies and applications of this particular scale lacked proper statistical validation of the instrument. The following research looks at the application of an adapted version of the TEAS to assess a GEDC awarded pre-engineering design program in Chile. This version was psychometrically analyzed in 436 cases to validate the interpretations driven by a particular cultural context and specific to the discipline of engineering. The article focuses on the modifications applied to the instrument after the statistical validity process. The discussion is centered on the ethical importance of adapting an existing scale in a valid and reliable way to assess a pre-engineering design program in a local context. Lessons learned and recommendations for future research in this area are proposed based on this particular experience.