Oriel Herrera | Universidad Catolica de Temuco (original) (raw)

Papers by Oriel Herrera

2021 XLVII Latin American Computing Conference (CLEI)

The practice of teaching to train the professionals of the future is increasingly demanding. Many... more The practice of teaching to train the professionals of the future is increasingly demanding. Many of the trainers in Higher Education Institutions do not have a training in pedagogy, so they do their best to achieve good results in their students. Teachers base their methodology on repeating patterns learned, training received, formal and informal support from pedagogical support units in universities, among other elements. This article presents a platform that supports the design of pedagogical strategies, which is based on three pillars. First, planning based on pedagogical criteria (Bloom's taxonomy and conversational framework). Second, a design that arises from assessment, understood as an always formative activity. And third, collaboration both in the design of the activities and in sharing these designs with others. This platform has been used for designs in the computing area with positive evaluations from the participating teachers. Teachers from other disciplines have also joined, confirming the usefulness and transversality of the platform. A direct impact on students with more solid and relevant learning is expected.

2021 XVI Latin American Conference on Learning Technologies (LACLO), 2021

Currently, efforts to improve teaching and learning processes in higher education are increasingl... more Currently, efforts to improve teaching and learning processes in higher education are increasingly being seen. New student-centered approaches, technological support, the heterogeneity of students, are some elements that are being considered in new strategies. On the other hand, there is a large mass of teachers without pedagogical training who tend to replicate models acquired in their own training, which are quite far from current trends. This generates inappropriate pedagogical designs, focused on a traditional training. This article presents a learning module design approach that relies on assessment as its foundation. This approach includes a collaborative platform that facilitates design, especially for non-pedagogical teachers. The platform was validated with five teachers, obtaining satisfactory preliminary results.

2021 40th International Conference of the Chilean Computer Science Society (SCCC), 2021

The incorporation of ICT in university teaching has been constantly growing. Hundreds of tools, p... more The incorporation of ICT in university teaching has been constantly growing. Hundreds of tools, platforms, apps, and other technological products are made available to students and teachers in order to improve the training process. However, there is a great weakness in teachers in relation to their pedagogical training, so the use of ICTs does not guarantee a quality training process. This article presents a collaborative platform that facilitates the design of learning modules. This platform offers a pedagogical scaffolding that tries to overcome some deficiencies in the area of instructional design. This scaffolding incorporates three elements in the conception of the design of a module: i) evaluation as the guiding axis for the design, ii) Bloom's taxonomy to guide the definition of the module's learning outcomes, and iii) the conversational framework for facilitate the design of the different tasks that the student must perform. The platform was tested by a group of teachers from different disciplines. At the end of the experience, a focus group was carried out on the participants, which yielded favorable results, which are summarized in that teachers with less experience benefit from the experience of other teachers, and the collaborative work that the same platform offers is also enhanced.

International Association for Development of the Information Society, 2017

In most of the pedagogical development experiences, the contents that students generate as a resu... more In most of the pedagogical development experiences, the contents that students generate as a result of the course activities are not considered as a primary source of knowledge. Thus, students see their learning disadvantaged, when their intellectual outputs are not considered in the design of the learning activities. Today, the Web offers a wide range of resources and opportunities for the development of activities in a collaborative environment both to produce or spread the contents or to make them available. This article describes the experience of three groups of students from different programs, who based in applying a model of interaction among peers indistinctively assume consumer and producer knowledge roles, by incorporating authoring tools during their teaching process in a particular subject. Four levels can be distinguished for modeling the development of learning activities. Results show that 100% of the students assess positively the participation in their role as knowledge producers or consumers, accordingly to the four levels defined when using Web tools during their activities. Similarly, they recognize the potential of the instruction among peers associated with the use of Web tools as a contribution to their learning development.

Anais do Simpósio Ibero-Americano de Tecnologias Educacionais, Jun 21, 2018

2020 39th International Conference of the Chilean Computer Science Society (SCCC), 2020

The teaching and learning process is still complex in the engineering area. Traditionally there a... more The teaching and learning process is still complex in the engineering area. Traditionally there are imperative courses with a high failure rate because of their complicated topics. This work presents a model of learning support with two fundamental aspects: technological support and peer learning. First, the technological platform is a multi-tooled social network. On the other hand, peer learning includes collaboration, bonding, feedback, and autonomous learning, as fundamental aspects of its implementation. Another crucial element of this model is the active participation of the assistants, who are the peers trained to guide the students in the process. This mentoring takes place in two environments, face-to-face and virtual. The face-to-face environment gathers all the infrastructure and human resources of the Colegio de Ayudantes (institutional unit), while the virtual environment contemplates the social network along with a set of tools that support this model. There are initial results of validation of the platform regarding its use and potential. Although this implementation starts in imperative courses of the faculty, it can be easily expanded to other courses of the university. This implementation can be possible due to the unique characteristics of a social network that self-regulates its growth.

2021 XVI Latin American Conference on Learning Technologies (LACLO), 2021

Teaching in higher education institutions is being developed with extensive use of technology. On... more Teaching in higher education institutions is being developed with extensive use of technology. One of its consequences is the transformation of traditional teaching practices, allowing technological resources to be incorporated into the teaching-learning process that are made available to students to promote specific learning and potentially allow them to develop transversal skills. Higher education institutions have made progress in developing educational models of competency training. Until now, the greatest difficulty lies in implementing learning activities that allow both developing disciplinary learning and modeling transversal skills (generic competences) for professional life. This work reports an experience based on the incorporation of virtual learning objects, developed under the SCORM standard arranged in an LMS Moodle, in order to develop meaningful learning and to model generic competences in a group of students belonging to the Catholic University of Temuco.

2020 39th International Conference of the Chilean Computer Science Society (SCCC), 2020

The pandemic context forced most of the Higher Education Institutions, and therefore their facult... more The pandemic context forced most of the Higher Education Institutions, and therefore their faculties, to face a semester of teaching in an online mode. The universities defined general guidelines and strategies to try to guarantee a minimum quality of the process. However, the literature reports that, depending on its particularities, preparing a semester-long online course requires a design of several months. Therefore, each lecturer worked according to her experience, guidelines, and support she received: "What could be done, was done." This article reports the teaching experience of the 1st semester 2020 of the Computer Science undergraduate program at the Universidad Católica de Temuco. Some lecturers of this undergraduate program had previous experience in online training; hence they designed strategies that differed in teaching, evaluation, and interaction methodologies while using several technologies available to them. A sample of 115 of our students answered a questionnaire to assess the preferences and problems during this semester. The results show a heterogeneous set of clusters. However, they point to a constructivist asynchronous vision in a group of our students that prefer short videos uploaded by their professors, and the resources that, by their means, they find on the Internet, point towards a constructivist asynchronous vision in a group of our students. The results also allowed us to rescue good practices that help in proposing an emergency online teaching model that will guide the design of the second-semester courses.

2018 37th International Conference of the Chilean Computer Science Society (SCCC), 2018

Global changes and current trends have led to major revisions in the field of education. In the c... more Global changes and current trends have led to major revisions in the field of education. In the context of higher education, it has proliferated successfully to move the curricula to a competency-based education. Also, the incorporation of ICT in the training process is a growing trend that has been strongly positioned in all levels of education. However, beyond the models and paradigms, what is relevant is the implementation of an innovative proposal. This is where the problems of a complex implementation are experienced. At UC Temuco, the computer science program renewed its curriculum to a competency model. For the evaluation of achievement of competences, a course called integration workshop is included in the curriculum at the end of each year. These courses include a series of individual and group strategies, which have been designed, refined and improved over the years. ICT is a strong component in the support of strategies, including tools for collaboration, authorship, software project management, among others. The workshops are evaluated externally through an event called "project fair", where actors from the business, government and academic world are invited. Results have been very satisfactory and have allowed a continuous improvement of the strategies and the selection of ICT support tools.

2017 36th International Conference of the Chilean Computer Science Society (SCCC), 2017

2016 XLII Latin American Computing Conference (CLEI), 2016

The development of generic skills in engineering education is a demand already established by the... more The development of generic skills in engineering education is a demand already established by the industry. In the Unversidad Católica de Temuco, since 2008, a new educational model has been defined, which is a competency-based model. Therefore, each curriculum must define their programs in terms of both specific and generic skills. One of the biggest problems presented by the implementation of the model has been the process of validation of generic skills. This article reports a strategy that facilitates the faculty the validation process of generic skills. This strategy considers two key elements; the use of ICT and the generation of a virtual community of practice. In this community, faculty can access activities uploaded by their peers and can draw on the experience of these, as well as contribute with their own experience.

2014 33rd International Conference of the Chilean Computer Science Society (SCCC), 2014

El Yali National Reserve is a protected area that is priority number one for the National Forestr... more El Yali National Reserve is a protected area that is priority number one for the National Forestry Corporation (CONAF). It is located in the V region of Chile, where the risk of wildfire is quite high. In this context, training actors involved in combating wildfire is a relevant issue. Under the simulation of serious video games, a simulator that allows this training was built, since it is not possible to recreate realistic scenarios for this kind of training. Current problems in this context are decision-making with incomplete information, and the non-lineal consequences of these decisions. In the first stage of the project the terrain model was built and subjected to a validation process by experts at the University of Playa Ancha. Preliminary results are satisfactory and allow progression to the next stages of the project.

Lecture Notes in Computer Science, 2015

Effective and efficient assessment of structural stability of critical physical infrastructure af... more Effective and efficient assessment of structural stability of critical physical infrastructure affected by a disaster is a key task during disaster response. However, real world training of staff performing this task is an operationally complex and expensive activity. This work presents a framework for the development of video games to improve the training of structural engineers on this assessment task. Preliminary results suggest that the approach taken by this initiative is valid and promising.

2005 IEEE Conference on Emerging Technologies and Factory Automation

The goal of this paper is to discuss the benefits and challenges of yielding an inter-continental... more The goal of this paper is to discuss the benefits and challenges of yielding an inter-continental network of remote laboratories supported and used by both European and Latin American Institutions of Higher Education. Since remote experimentation, understood as the ability to carry out real-world experiments through a simple web browser, is already a proven solution for the educational community as a supplement to on-site practical lab work (and in some cases, namely for distance learning courses, a replacement to that work), the purpose is not to discuss its technical, pedagogical, or economical strengths, but rather to raise and try to answer some questions about the underlying benefits and challenges of establishing a peer-to-peer network of remote labs. Ultimately, we regard such a network as a constructive mechanism to help students gain the working and social skills often valued by multinational/global companies, while also providing awareness of local cultural aspects.

Remote experimentation laboratories are systems based on real equipment, allowing students to per... more Remote experimentation laboratories are systems based on real equipment, allowing students to perform practical work through a computer connected to the internet. In engineering fields lab activities play a fundamental role. Distance learning has not demonstrated good results in engineering fields because traditional lab activities cannot be covered by this paradigm. These activities can be set for one or for a group of students who work from different locations. All these configurations lead to considering a flexible model that covers all possibilities (for an individual or a group). An inter-continental network of remote laboratories supported by both European and Latin American institutions of higher education has been formed. In this network context, a learning collaborative model for students working from different locations has been defined. The first considerations are presented.

Lecture Notes in Computer Science, 2013

Prompt assistance to people involved in vehicle accidents could make a significant difference on ... more Prompt assistance to people involved in vehicle accidents could make a significant difference on the consequences of such accidents. Some vehicle manufacturers include technology embedded into the vehicles they build to detect and communicate crash vehicle events to emergency agencies. Nevertheless, this approach adds cost to the vehicles, and as it is only present at a small proportion of vehicles in most urban settings. Nowadays, most cell phones are equipped with a diversity of sensors, including accelerometers, GPS units, microphones, among others, which present an opportunity for these devices to be used, while carried by people, as both sensors for vehicle accidents and remote notification of such events. By means of simulations, this article presents encouraging results regarding using smartphones for vehicle crash detection. The main conclusion presented is that a model for early detection of vehicle accidents has been elaborated and preliminary proved.

2012 31st International Conference of the Chilean Computer Science Society, 2012

The competences-based training arises from the company as an educational strategy that addresses ... more The competences-based training arises from the company as an educational strategy that addresses the shortcoming claimed by the labor market, in relation to the poor development of many skills in computer science engineers. Some strategies that allow to validate soft skills in a competency-based educative model for a computer science curriculum are described. The preliminary results report retention rates of 77.66% in the first year and 81.66% in the second year, and the pass rates of the first year was 56.12% and 69.10% in the second year.

Journal of Agricultural & Food Information, 2012

This study analyses the influences of sociodemographic factors, business orientation of farmers, ... more This study analyses the influences of sociodemographic factors, business orientation of farmers, and farm characteristics on adoption of ICT-based information through primary data collected from 461 farmers in eight districts of Uttar Pradesh, India. A personal interview survey was conducted using a pre-tested structured questionnaire. The Poisson Count Regression Model was used to analyze the factors influencing use of the information derived through ICT-based systems on various agricultural practices. The findings indicate that education, income, and social category of farmers are important sociodemographic factors affecting the adoption of ICT-based information systems. Similarly, farmers who consider farming as a business venture, practice a diversified cropping system, and have small farms are more likely to use ICT-based information.

RESUMEN Los sistemas colaborativos pertenecen al área de investigación llamada CSCW ("Computer-Su... more RESUMEN Los sistemas colaborativos pertenecen al área de investigación llamada CSCW ("Computer-Supported Cooperative Work"). Estos sistemas apoyan a grupos de personas trabajando en equipo, con el fin de alcanzar metas comunes. Un aspecto fundamental en todo proceso de colaboración es la comunicación, y aunque todos los sistemas siguen el mismo patrón arquitectónico, la falta de una definición explícita del patrón hace que sea imposible el reuso de soluciones en este ámbito. Es por eso que en el presente artículo se presenta el patrón arquitectónico U/PC (Users/Processes Communication) que modela los mecanismos de comunicación en los sistemas colaborativos, brindando una solución al problema antes mencionado.

Australasian Journal of Educational Technology, 2011

Remote experimentation laboratories (REL) are systems based on real equipment that allow students... more Remote experimentation laboratories (REL) are systems based on real equipment that allow students to carry out a laboratory practice through the Internet on the computer. In engineering, there have been numerous initiatives to implement REL over recent years, given the fundamental role of laboratory activities. However, in the past efforts have concentrated on laboratory groups interacting face to face, disregarding the capacities of distributed student collaborative environments. This article proposes a model for the implementation of REL in a distributed collaborative scenario, focusing on two crucial key elements: shared knowledge and interaction for collaboration. The model focuses on the methodological aspects of executing REL in a distributed collaborative scenario and disregards technical aspects of the implementation. This study analyses distributed collaborative scenarios where the teacher plays a fundamental role in REL configuration to ensure group collaboration. The new ...