Critical thinking of young citizens towards news headlines in Chile

Strengthening critical thinking abilities of citizens in the face of news published on the web represents a key challenge for education. Young citizens appear to be vulnerable in the face of poor quality news or those containing nonexplicit ideologies. In the field of data science, computational and statistical techniques have been developed to automatically collect and characterize online news media in real time. Nevertheless, there is still not a lot of interdisciplinary research on how to design data exploration platforms supporting an educational process of critical citizenship. This article explores this opportunity through a case study analyzing critical thinking ability of students when facing news dealing with the social mobilization “No+APF”. From data collected through 4 online exercises conducted by 75 secondary school students, 55 university students and 25 communication specialists, we investigate to what extent young citizens are able to classify news headlines and ideological orientation of news media outlets. We also question the influence of the media’s brand name and the subjectivity of each participant in regards to the social mobilization “No+APF”. The results underline the importance of group work, the influence of the brand name and the correlation between criticalthinking abilities and having a defined opinion

Explorando el riesgo de retraso en trayectorias acad´emicas de dos programas de pregrado

El retraso en completar programas de estudio de pregrado es un problema importante en la educaci´on superior. Este trabajo explora el retraso acad´emico en dos programas de ingenier´ıa usando una representaci´on de trayectorias acad´emicas novedosa que resume la informaci´on semestre a semestre de riesgo de retraso asociado a rendimiento, carga acad´emica y dificultad de los cursos. La representaci´on del riesgo de atraso semestre a semestre permite agrupar y contrastar trayectorias. Examinando las trayectorias en dos programas de ingenier´ıa y comparando entre estudiantes que completaron y que abandonaron el programa, encontramos patrones de riesgo de retraso que investigadores y directores de programa pueden identificar y asociar a factores gatillantes. El modelo y an´alisis presentado en este trabajo contribuye a una mejor comprensi´on del retraso acad´emico y puede servir para apoyar procesos de adaptaci´on y redise ˜no curricular

Re-pensando el uso de las TIC en educación: reflexiones didácticas del uso de la Web 2.0 en el aula escolar

Since 1996, the Chilean government has progressively incorporated technology into almost every classroom. This adds to the finding that young people are increasingly using ICT and services including Web 2.0 more intensively. However, there is evidence that the use of ICT from a creative and educational perspective is uncommon. The “Kelluwen” didactic-pedagogic proposal seeks to articulate classroom-work to innovate using Web 2.0 tools, through the use of Collaborative Education Design in order to develop socio-communicative skills in students from 7th to 10th grade (Basic and Middle School). The paper summarises the results of three years’ work setting up and consolidating a community of students, teachers and researchers focused on building, using and sharing didactic experiences.Desde 1996 el Estado chileno ha desarrollado una política de incorporación progresiva de tecnologías al aula. Al mismo tiempo los jóvenes usan cada vez de forma más intensiva las TIC y en particular los servicios de la Web 2.0. Sin embargo, hay evidencia que el uso de las tecnologías desde una perspectiva didáctica y creativa no es habitual. La propuesta didáctico-pedagógica de Kelluwen busca articular el trabajo de aula con herramientas de la Web 2.0 a través del uso de Diseños Didácticos Colaborativos para desarrollar competencias socio-comunicativas y contenidos disciplinares en los estudiantes. Este artículo sistematiza, expone y discute los resultados preliminares de una intervención educativa que ha consolidado una comunidad de estudiantes, profesores e investigadores centrada en construir, usar y compartir diseños didácticos colaborativos que utilizan la Web Social como espacio de mediación en el proceso de enseñanza y aprendizaje escolar

Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach

Se considera que Learning Analytics (LA) es una estrategia prometedora para abordar los desafíos educativos persistentes en América Latina, como las disparidades de calidad y las altas tasas de deserción. Sin embargo, las universidades latinoamericanas se han retrasado en la adopción de LA en comparación con las instituciones de otras regiones. Para comprender las necesidades de los interesados ​​de los servicios de AL, este estudio utilizó métodos mixtos para recopilar datos en cuatro universidades latinoamericanas. Se obtuvieron datos cualitativos de 37 entrevistas con gerentes y 16 grupos focales con 51 docentes y 45 estudiantes, mientras que los datos cuantitativos se obtuvieron de encuestas respondidas por 1884 estudiantes y 368 docentes. De acuerdo con la triangulación de ambos tipos de evidencia, encontramos que (1) los estudiantes necesitan comentarios de calidad y apoyo oportuno, (2) el personal docente necesita alertas oportunas y evaluaciones de desempeño significativas, y (3) los gerentes necesitan información de calidad para implementar intervenciones de apoyo. Por lo tanto, LA ofrece la oportunidad de integrar la toma de decisiones basada en datos en las tareas existentes. © 2020 Elsevier Inc.Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students, whereas quantitative data was obtained from surveys answered by 1884 students and 368 teaching staff. According to the triangulation of both types of evidence, we found that (1) students need quality feedback and timely support, (2) teaching staff need timely alerts and meaningful performance evaluations, and (3) managers need quality information to implement support interventions. Thus, LA offers an opportunity to integrate data-driven decision-making in existing tasks. © 2020 Elsevier Inc

Evaluating approximations of Bayesian solutions: the case of Fisher test

In this paper, we evaluate from a Bayesian point of view how much information is lost when the sampling process for the 2x2 contingency table is specified conditionally on the two margins as in the exact test of Fisher. We first analyse the general problem of admissible conditioning and next consider the evaluation of the loss of information when a non-admissible conditioning is used for an approximation of the exact posterior distribution. Turning to the Fisher test, three different sampling models are considered and three comparisons are designed between the exact and the approximate posterior distributions. The numerical results obtained through simulation indicate that for a specific range of parameters the loss of information increases with the sample size and decreases with the precision of the a priori distribution