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En el actual contexto de pandemia se ha condicionado la escolaridad, rompiendo con las pautas cotidianas de las escuelas y comprometiendo alternativas paliativas para la puesta en marcha, especialmente las relativas a la evaluación. Las escuelas se ven desafiadas a un seguimiento dimanado del Ministerio de Educación, como la priorización curricular y escenarios de aprendizaje en casa. En este contexto resulta de interés analizar cómo incorporar el proceso de monitoreo y evaluación de aprendizajes en clases no presenciales durante la pandemia, en escuelas públicas de Chile. Para ello, se han seleccionado 50 escuelas públicas que son parte del programa Sumo Primero en Terreno. La metodología de tipo cualitativa se basa en entrevistas en profundidad a los equipos directivos de estas escuelas. Las conclusiones más relevantes son la diversidad de concepciones y finalidades del monitoreo que tienen los directivos, la sistematicidad del mismo en su frecuencia y en las herramientas para llevarlo a cabo, la concentración de la comunicación en el uso de los medios de comunicación WhatsApp, teléfono, mail y redes sociales, así como las dificultades para sistematizar fórmulas que atiendan a la variedad y singularidad de todos y cada uno de sus estudiantes.//Nowadays, in pandemic context, education has been conditioned to break with the daily school’s routine and has engaged to different alternatives to implement changes, especially those related to evaluation. Schools are challenged to follow new guidelines which are issued by the Ministry of Education, such as Priorización Curricular and new learning contexts at home. In this research, it is of a great interest to analyze how to incorporate the process of monitoring and learning assessment in the context of non-face-to-face classes during the pandemic in Chile? This article aim is to analyze the process of monitoring learning in 50 Chilean public schools during covid-19 context. The public schools which have been selected, are part of the Sumo Primero en Terreno program that is implemented by the Ministry of Education (MINEDUC) and the Pontificia Universidad Católica de Valparaíso (PUCV). The methodology is qualitative; interviews were answered by the management teams of these schools. The most relevant conclusions are a wide range of conceptions and monitoring purposes that school leaders have, the systematic nature of the monitoring process, its frequency and the tools to carry it out, the overuse of the multimedia systems and digital gadges (WhatsApp, telephone, mail and social networks), as well as the difficulties that they face to organize different approaches to guarantee learning to each student.

Orientador: Prof. Dr. Edson Pinheiro Pimentel Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciência da Computação, Santo André, 2020. O acompanhamento da aprendizagem pelo próprio estudante tem sido estudado no âmbito da autorregulação da aprendizagem. Pesquisas indicam que aprendizes com altos índices de autorregulação possuem maiores chances de continuarem ativos no decorrer de um curso. Learning Analytics Dashboards (LAD) apresentam grande potencial para serem utilizadas como ferramentas para apoiar o acompanhamento e monitoramento da aprendizagem. LAD tipicamente capturam e apresentam de forma gráfica o rastreamento das atividades de aprendizagem dos estudantes, especialmente em Ambientes Virtuais da Aprendizagem (AVA) com a finalidade de promover a consciência e reflexão e permitir que os estudantes possam acompanhar tanto seu progresso quanto monitorar o próprio comportamento. Entretanto, identificou-se que a maioria das aplicações de LAD disponíveis são desenvolvidas para apoiar os professores. Ou seja, poucas aplicações desse tipo são endereçadas explicitamente para que os próprios estudantes possam visualizar e analisar os seus dados e assim possibilitar a reflexão sobre o próprio desempenho ou comportamento de aprendizagem. Nesse sentido, este trabalho tem por objetivo geral investigar o potencial do uso de Learning Analytics Dashboard no acompanhamento da aprendizagem pelo estudante. Para tal foram identificados os principais elementos a serem considerados no Dashboard para propiciar o acompanhamento da aprendizagem pelo estudante. Um plugin denominado DashLearner foi desenvolvido e instalado no AVA Moodle. O trabalho apresenta ainda a discussão dos resultados do uso do DashLearner com uma turma de um curso de graduação e uma turma de um curso de especialização. A expectativa é que a disponibilidade de um plugin com estas características, para um AVA bastante utilizado, possa fomentar e ampliar os processos de autorregulação da aprendizagem pelo estudante. The monitoring of learning by the student himself has been studied in the context of Self- Regulated Learning. Research indicates that apprentices with high levels of self-regulation are more likely to remain active throughout a course. Learning Analytics Dashboards (LAD) have great potential to be used as tools to support the monitoring and monitoring of learning. LAD typically capture and graphically track student learning activities, especially in Virtual Learning Environments (VLE) in order to promote awareness and reflection and allow students to track both their progress and monitor their own behavior . However, it was found that most of the available LAD applications are developed to support teachers. In other words, few applications of this type are addressed explicitly so that students themselves can view and analyze their data and thus allow reflection on their own performance or learning behavior. In this sense, this work has the general objective of investigating the potential of using Learning Analytics Dashboard in the monitoring of learning by the student. To this end, the main elements to be considered on the Dashboard were identified to provide the monitoring of learning by the student. A plugin called DashLearner was developed and installed on AVA Moodle. The work also presents the discussion of the results of using the DashLearner with a class from an undergraduate course and a class from a specialization course. The expectation is that the availability of a plugin with these characteristics, for a widely used VLE, can foster and expand the processes of self-regulation of learning by the student.

For the new educational models, it is essential to include teaching strategies that allow students to customize their learning based on their competencies, skills, and preferences, as well as strategies that support individual monitoring of student learning. However, the implementation of these strategies in teaching is complex for professors, and it gets complicated, as the number of students in the class-room increases. In this work, the design and development of a mobile learning platform are presented, which provides the professor and student with multiple services for the learning monitoring and customization based on learning styles, context information, and mobile learning objects. Our platform is composed of three main components: (1) A mobile learning object generator system, (2) A learning object repository, and (3) A student-oriented mobile application. The in-tegration of these three components allows and facilitates the professor the im-plementation of various strategies for monitoring and customization of learning systematically. We carried out a usability assessment of the learning object gener-ator system through a field study with five research professors. According to the obtained results, the learning object generator system presents a good acceptance, satisfaction, and applicability from the professors' perspective.

During the last ten years, the ratio of students that do not take the final exam in the subject of Coastal Engineering at the University of Cadiz was 1/3 of the total number of enrolled students. Furthermore, the ratio of students who did not pass the test was 50%. Hence, only a third part of the total amount of students successfully passed the exam. In order to improve this percentage, a working procedure hypothesis was implemented and the results are shown herein. This procedure implies some “homework”, the duration of which is similar to the theoretical lessons, i.e. 2 hours a week. Assignments are not mandatory and they only represent 10% of the final mark. Weekly dedication is directly related to the main aspects of the theoretical lessons and includes practical exercises as well as the search of particular cases about the topics explained at the classes. This methodology allows the students to: a) improve their knowledge of the subject; b) check their learning progress; c) introduce them to the e-learning; d) learn complementary concepts of scientific research by using e-databases; e) refresh and update the theoretical concepts provided during the live lectures; f) add new teaching material to enhance the comprehension and study of the subject; g) feel motivated by the possibility of increasing their marks. Achievement monitoring is performed just before each lesson. This way, any possible doubts derived from the exercises resolution are clarified. Despite representing only a low percentage of the final mark, a complete dedication of the students was achieved. The application of this procedure during the previous academic year resulted in 97.4 % of the students successfully passing the final test.

En el presente artículo se relata el diseño, potencial uso y ventajas del Sistema de Monitoreo y Evaluación de los Aprendizajes (SME) de los estudiantes de Pedagogía de la Universidad Diego Portales (UDP), en implementación desde 2011. Este sistema representa una innovación que actualmente permite llevar a cabo una docencia basada en evidencias y que espera repercutir positivamente en la calidad de los programas de Pedagogía que la UDP imparte. Asimismo, se propone que es este tipo de evidencia la que se debe tomar en cuenta para juzgar la calidad de los programas de formación inicial docente. Se discuten fortalezas y desafíos de un sistema de esta naturaleza. This article describes the design, potential use, strengths and weaknesses of an Evaluation and Monitoring system aimed to evidence the key learnings of teacher education students at Universidad Diego Portales in Chile. This innovation, applied since 2011, allows faculty members and program authorities to know about the learning of their students and take informed decisions accordingly. The article makes the case that this type of evidence is central to assess the quality of teacher education programs.

This research was carried out in order to evaluate the effect of metacognitive training on learning mathematics. A random sample of 30 guidence school students in Tehran were cohsen and participants randomly assigned in an experimental and control groups. Mathematics and metacognitive skills questionnaire were administered in two groups. The experimental groups received 12 sessions of metacognitive training but control group get ordinal training. Reliability of questionnaire was conducted by test retest consistency (r = .720). The validity of the questionnaires is evaluated by the content validity (cvr = .780). Two groups pre-post tests were compared using ANCOVA and T-test. The results revealed that metacognitive training increase not only the mean score in Self-regulated Learning, evaluating and planning in mathematics but also in mathematics scores.