Isabel Hilliger
email ihillige@uc.cl
Keywords from publications:
Higher Education Procedural Skills Latin America Feedback Health Science Education Critical Thinking Ver más...Profile
Isabel Hilliger is an Assistant Professor of Practice and Director of the Engineering Design Unit (Dilab) at the School of Engineering of the Pontificia Universidad Católica de Chile (PUC‑Chile), and a Research Member of the Center for Research on Educational Policy and Practice (CEPPE UC). She holds a degree in Biotechnology Civil Engineering and a Ph.D. in Engineering Sciences (Computer Science area) from PUC‑Chile, as well as a Master’s degree in Policy, Organization, and Leadership Studies from the Stanford Graduate School of Education.
Between 2011 and 2013, Isabel led the development of indicators to evaluate school‑support programs in Chile, serving as National Deputy Coordinator for Technical‑Pedagogical Assistance at the Ministry of Education. Since 2013, she has been involved in a wide range of educational projects at both the national and international levels, spanning general and higher education.
In 2018, she completed a fellowship at Laspau’s University Innovation Program—an organization affiliated with Harvard University—where she conducted research on the design and implementation of learning‑analytics‑based indicators and tools. She currently serves on the steering committee of the Artificial Intelligence Global Education Network, and her research focuses on the development of processes that enhance continuous curricular improvement in higher education across Latin America, using analytical tools designed around the needs of administrators, faculty, and students.
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 | |
| For Learners, with Learners: Identifying Indicators for an Academic Advising Dashboard for Students | 2020 | https://doi.org/10.1007/978-3-030-57717-9_9 |
| Evaluating Learning Outcomes Through Curriculum Analytics: Actionable Insights for Curriculum Decision-making A Design-based research approach to assess learning outcomes in higher education | 2025 | https://doi.org/10.1145/3706468.3706518 |
| Analyzing Learners' Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach | 2023 | https://doi.org/10.1007/978-3-031-42682-7_29 |
| Can Feedback based on Predictive Data Improve Learners' Passing rates in MOOCs? A Preliminary Analysis | 2021 | https://doi.org/10.1145/3430895.3460991 |
| Evaluating the Feedback Uptake for Developing Procedural Skills Remotely and Asynchronously: A Quantitative Study in Health Professions Training | 2025 | https://doi.org/10.1111/jcal.70129 |
| The Facts Behind the Prophecy: Validating a Methodology for Identifying Behavioural Differences in Higher Education Student Subpopulations Under Intervention | 2025 | https://doi.org/10.18608/jla.2025.8553 |
| Exploring the Impact of LLM-Based Scaffolding on Academic Performance and the Mediating Roles of AI Literacy and Prior Knowledge | 2026 | https://doi.org/10.1007/978-3-032-03870-8_26 |
| Insights in Learners' Behaviour and Early Dropout Detection based on Coursera MOOCs | 2021 | https://doi.org/10.1109/ITHET50392.2021.9759784 |
School Co-Authors
- 3 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 Miranda4 publications
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Rocio Hernandez3 publications
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Javiera Fuentes-Cimma2 publications
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Gregory Schuit2 publications
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Hector G. Ceballos2 publications
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Ignacio Villagran2 publications
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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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Gabriela Sepulveda1 publication
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Vicente Martin1 publication
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Esteban Villalobos1 publication
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Gabriel Astudillo1 publication
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Juan Andres Talamas-Carvajal1 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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Alejandra Meneses1 publication
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Barbara Catril1 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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Ignacio Villagran1 publication
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Zoe Iriarte1 publication
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Jorge Maldonado-Mahauad1 publication
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Silvana Arriagada1 publication
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Patricio Garcia1 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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Julian Varas1 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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Eduardo Fuentes-Lopez1 publication