The digital tool was designed to respond to the current requirements for a much more detailed management of the curriculum renewal implementation process.  

Within the framework of the ULS 1402 Project that supports the implementation of the curricular renewal, the Teaching Improvement Unit, in alliance with the Information and Computing Center and the Directorate of Institutional Studies and Planning of the University of La Serena, launched the Curriculum Management module hosted in the Integrated Administrative and Teaching Technological Platform - PTDI.

This activity took place in the Alejandro Covarrubias room of the ULS and was attended by the Academic Vice-Rector, Dr. Jorge Catalán Ahumada, the Director of Teaching, Mg. Laura Vega Guerrero, in addition to the invited School Directors and Career Coordinators.

The digital tool was designed by the School Directors who are members of the Curricular Management team of the ULS 1402 Project, in conjunction with CICULS. The above, to respond to the current requirements for a much more detailed management of the implementation process of the curricular renewal.  

In this context, the UMD, CICULS, the School Directors and Career Coordinators, have participated in the first introductory workshop to the aforementioned tool, in order to learn about the module and its operation, which will allow them to optimize and strengthen the processes of tracking and monitoring. These workshops will continue to be carried out during the month of March, limiting their work to the Directorates and Coordinations of each Faculty, in order to provide more complete support to each School and career of the ULS.

The Center for Pedagogical Improvement, Experimentation and Research (CPEIP) was the body in charge of calling on the various institutions to participate in the process of developing standards for pedagogy careers.

The Teacher Professional Development System through Law 20.903, mandates the Ministry of Education to develop the “Pedagogical and disciplinary Standards for Initial Teacher Training”, which will lay the foundations for the accreditation criteria for teacher training institutions, applied by the National Accreditation Commission, CNA.

One of the universities that was awarded the task of constructing the standards was the Pontificia Universidad Católica de Chile, in whose work sessions academics from regional universities - including the ULS - participate as part of the commissions in charge of developing both the standards disciplinary as well as the pedagogical ones of initial teacher training.

The proposal provides evidence of a development process by the teams of experts and includes a broad consultation, so the members in charge of developing the Chemistry standards decided to hold a focus group that would integrate graduates from the regional institutions that They participate in the preparation, in order to collect information that contributes to the improvement of standards.
In this way, the Coordinator of the Pedagogy degree in Chemistry and Natural Sciences, Dr. Patricia Pizarro - who is participating in the commission of the disciplinary standards of Chemistry - met with the qualified professors of the degree, to analyze each one. of them and present a common understanding.

“The focus group was made up of representatives from different years of degrees, who work in public, subsidized and private schools, with the idea that they become integrated into these issues that arise within the framework of the new Law,” said the Coordinator.

It should be noted that the construction of the standards considers current policies, the instruments that support teacher professional development and is based on the framework for good teaching. In this sense, the disciplinary standards will consider as areas of the teaching profession pedagogical knowledge (disciplinary knowledge), pedagogical practice (what is done in the classroom) and professional identity (differentiating aspects between teachers from other areas).

“The standards explain the skills, knowledge and dispositions that pedagogy graduates are expected to develop or acquire during initial teacher training, in order to ensure minimum performance in future professional practice. Teachers must develop knowledge for practice, in practice and from practice (...), the CPEIP explains that it aims to provide a more sophisticated view of initial teacher training and not so instructional, where the teacher in training develops the ability to propose different approaches to teaching and select the most appropriate one according to the context,” he emphasized.

In accordance with what is established by the MINEDUC, both disciplinary and pedagogical standards must be approved by the National Council of Education (CNED) before April 2018.

Source: PMI FIP ULS1501 Press

The Spanish commission was made up of authorities from the Energy and Environment Technology Center and the Murcia Development Institute.

Within the framework of the work to strengthen the Linkage with the Environment activity carried out by the University of La Serena, in the areas of research, development and innovation (R+D+i), the Rector of the ULS, Dr. Nibaldo Avilés , accompanied by the Vice-Rector for Research and Postgraduate Studies, Dr. Eduardo Notte, the Director of Institutional Studies and Baking, Mg. César Espíndola, together with undergraduate and graduate academics, and the technical work team, met with a delegation from Murcia, Spain, with the objective of establishing in the short term a strategic work alliance with the Energy and Technology Technology Center. Environment (CETENMA) and the Murcia Development Institute.

This initiative of Linking with the Environment, according to Rector Avilés, is due to the fact that “we are working so that, through collaboration with different regional, national and international organizations, we can, through our research, provide solutions to the needs of the different development sectors of our territory; Hence, the experience that CETENMA and the Murcia Development Institute can provide us, in matters such as sustainable development of investments, energy and efficient management of water resources, are fundamental, since these topics have been defined as strategic axes of the region and of which we have taken charge.”

Interest in the University of La Serena

For the Director of the Development Institute of the Region of Murcia (INFOMURCIA), Juan Antonio Bernabé, “this meeting with the University of La Serena is very relevant since, together with planning and achieving the exchange of experiences in the field of innovation , technological development and innovation, will allow us to reduce the technological gaps in our productive fabric, in pursuit of sustainable development of the territories.”

After the meeting, managed through the Regional Corporation for Productive Development, collaborative work was agreed in the coming months, which will be made official through an agreement that will seek to provide solutions to common problems, considering the work already existing by the organizations. participants.

By way of information, this activity is due to the consolidation of an intentional agenda that allows the consolidation of the University of La Serena as a reference in the social, cultural, economic and productive development of the Coquimbo Region and the country.

The ULS was in charge of receiving representatives of two state universities belonging to the University Network for Initial Teacher Training (RUEFIP), to discuss the application of the first-year Diagnostic Evaluation.

As part of the actions established by the higher education institutions that make up the RUEFIP network, is the application of the initial diagnostic test, which is taken by first-year pedagogy students. This instance arises as a result of what is mandated by Law 20.903 that creates the Teaching Development System, which states that all universities must apply a diagnostic evaluation at the beginning of the degree.

In this context, the representatives of the U. of Bío Bío and the U. of Antofagasta visited the ULS with the purpose of aligning and analyzing the aspects to be measured in said evaluation, the results of which must define support and leveling mechanisms for their students.

In the first instance, the participants analyzed the experiences of the U. of Bío Bío and the U. of Antofagasta in the implementation of the first diagnostic test in 2017, making known the characteristics, successes and difficulties presented. From this, the need was expressed to review the implementation process and make adjustments in relation to the discrepancies that may have arisen from the first online application.

Regarding the projections of the 2018 evaluation, it was decided to apply the Scale of Representations for the Teaching Profession and the Educational Talent and Soft Skills Questionnaire.

On the other hand, the Student Mobility Program was reviewed, proposing a duration of no less than one semester with creditable activities, which allows the exchange of students to be operational in relation to the Credit Transfer System.

Likewise, within what was agreed at the conference, the attendees determined the holding of a meeting of technical teams to make adjustments to the test, protocols and training for said application.

“I don't know of a more optimal time than the current one where pedagogies are in a more advantageous position to improve. What has been done lately in all higher education institutions and in legislation, are very good resources so that pedagogies in Chile definitely have a favorable qualitative leap and develop in a way like they never did before; This is due to the trajectory that universities have followed, especially those of CRUCH, from 2003 to date with everything related to curricular innovation,” said the ULS Academic Vice-Rector, Dr. Jorge Catalán, on the occasion.

Furthermore, and in accordance with the provisions of Law 20.903, this initial test is added to the FID National Evaluation, which must be taken as a mandatory requirement to obtain the title by all pedagogy students who are twelve months after graduation.

The next conference will be held during the month of March and will bring together the technical teams and representatives of the PMI.

Source: PMI FIP ULS1501 Press

The courses were carried out within the framework of the activities programmed by the Integrated Pedagogy Management Unit (UGIP) and the Teaching Improvement Unit (UMD), in accordance with the provisions of the PMI FIP ULS1501 and the Implementation Plan.

Various work sessions were held in the month of January with the purpose of updating and strengthening the skills of academics and professors who teach classes in ULS pedagogy courses. In this way, the topics addressed were related to the use of ICT and the challenges demanded by curricular redesign.

One of the courses was related to the use of ICT and was directed by Dr. Hugo Tapia, who addressed topics on the effective use of Internet search engines, basic aspects of the Google Drive platform and, finally, on advanced document editing in word processors. Likewise, he developed the course on the design and application of probing questions.

On the other hand, Dr. Rodrigo Ruay was in charge of teaching the course on evaluation for learning, which had the purpose of updating knowledge based on a reflection of the teaching practices themselves, referring to the approaches, procedures and design of evaluation instruments consistent with the declared curriculum of each career.

In this case, the participants were able to understand the evaluation as an integrated and coherent process with the University's curricular approach and with their professional work, which requires the use of appropriate evaluation procedures and instruments for decision making.

Attendees worked in group workshops where they had to analyze an evaluation activity, plan it, and design an instrument based on the learning outcome.

Finally, the UMD team led by Dr. Pamela Labra, together with professors Angeline Lotito and Gerardo Galleguillos, carried out the learning outcomes formulation course, in which attendees performed various exercises with the purpose of working on their own subjects and review the aspects that contributed to each of the standards
of their respective careers.

"What we were interested in achieving was to be able to contextualize the work of the workshop in the broader logic of the process of curricular renewal of pedagogies (...), therefore the work focused on the graduation profile and learning results, the para what to work on and after what,” specified Dr. Labra.

For the professor of the Department of Psychology, Cristian Rojas, who teaches classes in Pedagogy in Basic General Education, “the courses helped me in several aspects, some related to technological and computer elements that will allow me to save a large amount of time in preparing articles and works. Furthermore, this can help me transmit it to my own students,” he noted.

It is worth remembering that on January 22 and 23 the “Case Study” workshop will be held at UMD 1.

Source: PMI FIP ULS1501 Press

The activity was aimed at children between 5 and 10 years old, children of officials from the University of La Serena.

The Human Resources Department of the University of La Serena, concerned with providing leisure options to the children of the institution's officials, organized the summer 08 version of the “Entertaining Vacations” between January 12 and 2018.

The activity was attended by 43 children between 5 and 10 years old, led by 3 monitors who coordinated the development of the program, which included: sports mornings on Avenida del Mar and the Mutual de Seguridad Pool, XD cinema and the COCO movie, educational workshops in Dentistry, among others.

To the delight of the children, the activity ended with an entertaining “water war”, an event that marked the finishing touch to the program specially defined to celebrate the occasion.

The “Entertaining Vacations” are part of the initiatives organized by the University of La Serena, through its Human Resources Department, to integrate the youngest members of the ULS community, in a period where families sometimes find themselves difficult. for the care of their children, thus contributing to the improvement of the quality of life of the university community.