Isabel Hilliger
email ihillige@uc.cl
Keywords from publications:
Higher Education Latin America Feedback Procedural Skills Critical Thinking Pre-service Teachers Ver más...Profile
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.
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Keywords from publications
| Title | Year | Doi |
|---|---|---|
| Trends Affecting Curriculum Reform in Engineering Education: A Scoping Review | 2024 | |
| 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 |
| 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 |
| LAFe: Learning Analytics Solutions to Support On-Time Feedback | 2024 | https://doi.org/10.1007/978-3-031-64312-5_61 |
| 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 |
| 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 |
| Applications of Learning Analytics in Latin America | 2024 | https://doi.org/10.18608/jla.2024.8409 |
| 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 |
| Blended learning in rural K-12 education: Stakeholder dynamics and recommendations | 2024 | https://doi.org/10.1111/jcal.12963 |
| 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 |
| 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 |
| Teacher Adoption of a Hybrid Learning Model in Vulnerable Secondary Schools | 2022 | https://doi.org/10.1007/978-981-19-3383-7_39 |
| Building Institutional Capacity for Learning Analytics: Top-Down & Bottom-Up Initiatives | 2022 | https://doi.org/10.1109/RITA.2022.3191413 |
| 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 |
| Student Dataset from Tecnologico de Monterrey in Mexico to Predict Dropout in Higher Education | 2022 | https://doi.org/10.3390/data7090119 |
| 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 |
| Trustworthy remote assessments: A typology of pedagogical and technological strategies | 2022 | https://doi.org/10.1111/jcal.12755 |
| 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 |
| 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 |
| 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 |
| 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 |
| A MOOC-based flipped experience: Scaffolding SRL strategies improves learners' time management and engagement | 2021 | https://doi.org/10.1002/cae.22337 |
| 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 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 |
| Assessing the Work of Geographically Distributed Teams in Engineering-Design: Time Allocation in the Design Process as a Form of In-Class Analytics | 2020 | |
| Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach | 2020 | https://doi.org/10.1016/j.iheduc.2020.100726 |
| 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 |
| Coordinating learning analytics policymaking and implementation at scale | 2020 | https://doi.org/10.1111/bjet.12934 |
| Design of a Curriculum Analytics Tool to Support Continuous Improvement Processes in Higher Education | 2020 | https://doi.org/10.1145/3375462.3375489 |
| Offering an Entrepreneurship Course to All Engineering Students: Self-efficacy Gains and Learning Benefits | 2020 | |
| MOOCs as a Remedial Complement: Students' Adoption and Learning Outcomes | 2019 | https://doi.org/10.1109/TLT.2018.2830373 |
| Design and implementation of an alternative admission program to engineering: Talent and Inclusion | 2018 | https://doi.org/10.1080/03075079.2016.1263291 |
| H-MOOC framework: reusing MOOCs for hybrid education | 2017 | https://doi.org/10.1007/s12528-017-9133-5 |
| 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 |
School Co-Authors
- 2 publications
- 1 publication
- 1 publication
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María Del Mar Pérez1 publication
- 1 publication
* Authors who are no longer vigent are not clickable.
External Co-Authors
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Constanza Miranda3 publications
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Ignacio Villagran2 publications
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Rocio Hernandez2 publications
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Gregory Schuit2 publications
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Jorge Maldonado-Mahauad1 publication
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Silvana Arriagada1 publication
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Gabriel Escalona1 publication
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Loreto Larrondo1 publication
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Sergio Celis1 publication
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Camila Barahona1 publication
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Julian Varas1 publication
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Rafael Ferreira Mello1 publication
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Angela Di Serio1 publication
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Julian Varas1 publication
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Elisa Margozzini1 publication
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Mar Perez-Sanagustin1 publication
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Sergio Celis1 publication
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Vicente Martin1 publication
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Javiera Fuentes-Cimma1 publication
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Esteban Villalobos1 publication
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Gabriel Astudillo1 publication
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Julian (Inaki) Goni1 publication
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Maria T. Hurtado1 publication
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Julien Broisin1 publication
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Hector G. Ceballos1 publication
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Alejandra Meneses1 publication
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Valentina Duran1 publication
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Javiera Fuentes1 publication
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Carlos Gonzalez1 publication
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Valeria Henriquez1 publication
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Zoe Iriarte1 publication