CORTES LOYOLA, CATALINA
Preferred name
CORTES LOYOLA, CATALINA
Main Affiliation
Email
catalinacortes@udd.cl
ORCID
0000-0002-5494-3085
Scopus Author ID
57479154300
19 results
Now showing 1 - 10 of 19
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Item type:Publication, Desarrollando habilidades pedagĆ³gicas en profesores chilenos a travĆ©s del pensamiento de diseƱo(2024); ; 7 - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, EL DISEĆO VA AL COLEGIO: OPORTUNIDADES DE APLICACIĆN DEL PROCESO DE DISEĆO EN LA EDUCACIĆN ESCOLAR CHILENA(2016); ; 11 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Editorial workshop. Establishing Design Literacy International Network(2021)ScopusĀ© Citations 2 4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Infusing Sustainability(2024); Oscar Huerta<jats:p>Design for Sustainability has evolved rapidly over the last decades as a response to unprecedented global challenges. Several models have been developed to address the need to design more sustainable products, services, and policies. These strategies are oriented towards more sustainable ways of living. The Compass, developed by the Index Project in Denmark, is a method that offers a framework to structure the design process while considering social, environmental, and economic sustainability aspects. This article presents an exploratory case study to infuse sustainability in design education using this method in interdisciplinary teams. The context is a masterās degree offered by a design school in a Chilean university. The study's outcomes reveal that The Compass method is a dynamic and flexible structure for design in interdisciplinary teams. To strengthen its applicability, it could incorporate links to sustainability methods from various areas of knowledge that specifically address economic, environmental, or social aspects. Complementing The Compass with these sustainable approaches to confront the complexity of the challenges may facilitate the move from good ideas to feasible, sustainable design solutions in design and other fields.</jats:p>5 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Facilitando el aprendizaje de trigonometrĆa a travĆ©s de una interfaz tangibleEn educaciĆ³n matemĆ”tica, estudios evidencian dificultades y desafĆos en la enseƱanza-aprendizaje de trigonometrĆa en educaciĆ³n secundaria y superior, donde no se estimula al estudiante a obtener un entendimiento conceptual profundo de los conceptos. Considerando su relevancia para diversas disciplinas, es necesario implementar nuevos acercamientos a su enseƱanza, donde se privilegie un rol activo del estudiante en su propio aprendizaje. Diversos estudios demuestran que la incorporaciĆ³n de tecnologĆas digitales influyen positivamente aprendizaje de los alumnos, sin embargo, la mayorĆa de las tecnologĆas existentes responden al paradigma de interacciĆ³n tradicional con un computador, donde no se considera el uso del cuerpo y de los mĆŗltiples sentidos. Las Interfaces Tangibles (TUI) en cambio, pueden albergar interacciones corporales, brindando directo tributo a la teorĆa de la CogniciĆ³n Corporal. Sin embargo existe un vacĆo en la aplicaciĆ³n de TUI para la educaciĆ³n de trigonometrĆa. Esta investigaciĆ³n consistiĆ³ en diseƱar y validar una interfaz tangible para la enseƱanza-aprendizaje de trigonometrĆa inicial. La interfaz alberga una experiencia de aprendizaje que privilegia la exploraciĆ³n, el uso de la intuiciĆ³n, y fomenta el aprendizaje colaborativo. Se realizĆ³ un Pre-Test diagnĆ³stico con 119 estudiantes para determinar conocimientos previos dando un rendimiento promedio de 29.1%. Luego de dos intervenciones con la interfaz propuesta, los resultados de un Post-Test muestran un incremento del rendimiento en un 37.1%, lo que valida la efectividad pedagĆ³gica de la interfaz y experiencia pedagĆ³gica para el aprendizaje de conceptos bĆ”sicos de trigonometrĆa.7 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, 16 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Designing an intuitive interface to enhance trigonometry learning<jats:p>In the last three decades, the application of TUIs (tangible user interfaces) in education has demonstrated its positive influence on performance and learning of students. At Universidad del Desarrollo in Chile, monitoring of diagnostic tests over time evidences difficulties and challenges in the teaching-learning of trigonometry in first-year Engineering education. This study consisted in designing and validating a tangible interface to learn trigonometry in the classroom setting. The methodology used was a quasi-experiment with first-year students from the Schools of Design and Engineering at Universidad del Desarrollo in Chile. Principles of the theory of Embodied Cognition and Blended Interaction were applied to model an intuitive, collaborative and meaningful learning experience. During the design process, three Intermediate Models were tested with several types of users, and two Prototypes were tested with an experimental group. User-testing highly contributed to the design of the interaction experience and the interface, progressively defining the functional and pedagogical aspects. Comparative analysis of Pre and Post-Test results, demonstrate that studentsā performance increased by 37.1% after two sessions using the interface.</jats:p>13