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Isabel Hilliger

email ihillige@uc.cl

Keywords from publications:
Higher Education Latin America Feedback Procedural Skills Critical Thinking Pre-service Teachers Ver más...

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sabel Hilliger es Profesora Asistente de la Planta Especial y Subdirectora de Medición, Evaluación y Calidad de la Escuela de Ingeniería de la Pontificia Universidad Católica de Chile (PUC-Chile), e Investigadora Asociada del Núcleo Milenio en Educación Superior. Isabel tiene un grado de Ingeniera Civil de Biotecnología y de Doctora en Ciencias de la Ingeniería (área Ciencias de la Computación) de PUC-Chile, y un magíster en Políticas, Organización y Estudios de Liderazgo de la Escuela de Educación de la Universidad de Stanford. Entre 2011 y 2013, Isabel lideró el desarrollo de indicadores para evaluar programas de apoyo escolar en Chile como Sub-Coordinadora Nacional de Asistencia Técnico Pedagógica en el Ministerio de Educación de Chile. Desde el 2013, ha estado involucrada en distintos proyectos en educación general y superior, tanto a nivel nacional como a nivel internacional. Durante el 2018, hizo una pasantía en el programa de innovación universitaria de Laspau - organización afiliada a la universidad de Harvard, realizando investigación sobre el diseño e implementación de indicadores y herramientas basadas en analíticas del aprendizaje. Actualmente, es parte del comité ejecutivo de la sociedad internacional de investigación en analíticas del aprendizaje (SoLAR), y su investigación se centra en el desarrollo de procesos para la mejora continua curricular de la educación superior en América Latina, utilizando herramientas analíticas centradas en las necesidades de gestores, profesores y estudiantes.

Network

Keywords from publications

Title Year Doi
Research on ICT in K-12 schools A review of experimental and survey-based studies in computers & education 2011 to 2015 2017 https://doi.org/10.1016/j.compedu.2016.09.006
Design and implementation of an alternative admission program to engineering: Talent and Inclusion 2018 https://doi.org/10.1080/03075079.2016.1263291
Engaged Versus Disengaged Teaching Staff: A Case Study of Continuous Curriculum Improvement in Higher Education 2022 https://doi.org/10.1057/s41307-020-00196-9
Orchestrating conflict in teams with the use of boundary objects and trading zones in innovation-driven engineering design projects 2021 https://doi.org/10.1007/s10798-019-09552-2
A MOOC-based flipped experience: Scaffolding SRL strategies improves learners' time management and engagement 2021 https://doi.org/10.1002/cae.22337
Offering an Entrepreneurship Course to All Engineering Students: Self-efficacy Gains and Learning Benefits 2020
Design of a Curriculum Analytics Tool to Support Continuous Improvement Processes in Higher Education 2020 https://doi.org/10.1145/3375462.3375489
Coordinating learning analytics policymaking and implementation at scale 2020 https://doi.org/10.1111/bjet.12934
Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities 2020 https://doi.org/10.1111/bjet.12933
Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach 2020 https://doi.org/10.1016/j.iheduc.2020.100726
Assessing the Work of Geographically Distributed Teams in Engineering-Design: Time Allocation in the Design Process as a Form of In-Class Analytics 2020
MOOCs as a Remedial Complement: Students' Adoption and Learning Outcomes 2019 https://doi.org/10.1109/TLT.2018.2830373
H-MOOC framework: reusing MOOCs for hybrid education 2017 https://doi.org/10.1007/s12528-017-9133-5
Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback 2023 https://doi.org/10.1007/s11423-022-10173-1
Lacking time: A case study of student and faculty perceptions of academic workload in the COVID-19 pandemic 2023 https://doi.org/10.1002/jee.20525
Towards Effective Blended Learning Through the Eyes of Students: A Survey Study in Transition into Face-to-Face Education 2022 https://doi.org/10.1007/978-3-031-16290-9_41
Evaluating a Learning Analytics Dashboard to Visualize Student Self-Reports of Time-on-task A Case Study in a Latin American University 2021 https://doi.org/10.1145/3448139.3448203
Blended learning in rural K-12 education: Stakeholder dynamics and recommendations 2024 https://doi.org/10.1111/jcal.12963
Trustworthy remote assessments: A typology of pedagogical and technological strategies 2022 https://doi.org/10.1111/jcal.12755
Lessons learned from designing a curriculum analytics tool for improving student learning and program quality 2022 https://doi.org/10.1007/s12528-022-09315-4
Student Dataset from Tecnologico de Monterrey in Mexico to Predict Dropout in Higher Education 2022 https://doi.org/10.3390/data7090119
What Kind and How Many?: Exploring Feedback in Remote Training of Procedural Skills in Physiotherapy 2022 https://doi.org/10.1007/978-3-031-16290-9_60
Building Institutional Capacity for Learning Analytics: Top-Down & Bottom-Up Initiatives 2022 https://doi.org/10.1109/RITA.2022.3191413
Teacher Adoption of a Hybrid Learning Model in Vulnerable Secondary Schools 2022 https://doi.org/10.1007/978-981-19-3383-7_39
Self-tracking Time-On-Task: Web-Based Weekly Timesheets for Higher Education Students 2021 https://doi.org/10.1007/978-3-030-86436-1_49
A step by step methodology for software design of a Learning Analytics tool in Latin America: A Case Study in Ecuador 2020 https://doi.org/10.1109/LACLO49268.2019.00029
Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design 2024 https://doi.org/10.1111/bjet.13374
Applications of Learning Analytics in Latin America 2024 https://doi.org/10.18608/jla.2024.8409
The Mediating Role of Learning Analytics: Insights into Student Approaches to Learning and Academic Achievement in Latin America 2024 https://doi.org/10.18608/jla.2024.8149
Enhancing Feedback Uptake and Self-Regulated Learning in Procedural Skills Training: Design and Evaluation of a Learning Analytics Dashboard 2024 https://doi.org/10.18608/jla.2024.8195
LAFe: Learning Analytics Solutions to Support On-Time Feedback 2024 https://doi.org/10.1007/978-3-031-64312-5_61
How Could Be Used Student Comments for Delivering Feedback to Instructors in Higher Education? 2024 https://doi.org/10.1007/978-3-031-64312-5_50
Implementing Artificial Intelligence in Physiotherapy Education: A Case Study on the Use of Large Language Models (LLM) to Enhance Feedback 2024 https://doi.org/10.1109/TLT.2024.3450210
Trends Affecting Curriculum Reform in Engineering Education: A Scoping Review 2024

School Co-Authors

* Authors who are no longer vigent are not clickable.

External Co-Authors

  • Constanza Miranda
    3 publications
  • Gregory Schuit
    2 publications
  • Ignacio Villagran
    2 publications
  • Rocio Hernandez
    2 publications
  • Julian Varas
    1 publication
  • Elisa Margozzini
    1 publication
  • Mar Perez-Sanagustin
    1 publication
  • Sergio Celis
    1 publication
  • Vicente Martin
    1 publication
  • Javiera Fuentes-Cimma
    1 publication
  • Esteban Villalobos
    1 publication
  • Gabriel Astudillo
    1 publication
  • Julian (Inaki) Goni
    1 publication
  • Maria T. Hurtado
    1 publication
  • Julien Broisin
    1 publication
  • Hector G. Ceballos
    1 publication
  • Alejandra Meneses
    1 publication
  • Valentina Duran
    1 publication
  • Javiera Fuentes
    1 publication
  • Carlos Gonzalez
    1 publication
  • Valeria Henriquez
    1 publication
  • Zoe Iriarte
    1 publication
  • Jorge Maldonado-Mahauad
    1 publication
  • Silvana Arriagada
    1 publication
  • Gabriel Escalona
    1 publication
  • Loreto Larrondo
    1 publication
  • Sergio Celis
    1 publication
  • Camila Barahona
    1 publication
  • Julian Varas
    1 publication
  • Rafael Ferreira Mello
    1 publication
  • Angela Di Serio
    1 publication
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