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Ana Schalk

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I am PhD in Education by Seville University, Spain (2009) and got an award for my research: Cum Laude merit.I finished my Specialization in International Cooperation in Development OEI with Oviedo University-FLACSO (2018) and I work for this International Organization (OEI) since 3 years ago teaching Principals of Schools in Latin America. I got my Executive MBA POLE in Formato Educativo and Cádiz University, Spain. (2017).As well I got my "Knowledge

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Daniel D. Hutto

University of Wollongong

The University of Texas at Austin

University of California, Santa Barbara

University of British Columbia

Alejandra B Osorio

Wellesley College

Kansas State University

Shaun Gallagher

University of Memphis

Armando Marques-Guedes

UNL - New University of Lisbon

University of Florida

Roshan Chitrakar

Nepal College of Information Technology

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Papers by Ana Schalk

From Speaking Skills to Virtual Mobilities: Challenges of VR Technologies in Communication from the European University of Technology

2023 IEEE Global Engineering Education Conference (EDUCON)

Stakeholders’ insights on learning analytics: Perspectives of students and staff

Computers & Education

First year Checklist for Success

The checklist is designed for staff involved in supporting first year student success and provide... more The checklist is designed for staff involved in supporting first year student success and provides an opportunity to recognise and map out the range of activities in place on their programme(s) that can enrich the first year experience. The resource can also be used as a tool to plan for development to consolidate and extend current activities. The focus is on maximising what is effective in their context, not identifying deficits or gaps. This version was prepared in consultation with students, first year tutors and other staff involved in teaching and supporting first years from City, Tallaght and Blanchardstown campuses. The original checklist was developed under the auspices of the DIT Learning, Teaching and Assessment Strategies committee

Evaluación de la calidad del "e-learning

Evaluación del desarrollo profesional docente, 2011, ISBN 978-84-92651-41-2, págs. 193-226, 2011

First Year Checklist for Student Success Infographic

Exploring the concept of the digital educator during COVID-19

Australasian Journal of Educational Technology, 2022

In this paper, we explore academic identity, specifically the identity of the educator in higher ... more In this paper, we explore academic identity, specifically the identity of the educator in higher education and academics’ conceptualisations of the digital educator. We suggest that the concept of a digital educator is not only about technology, tools and uses. The context for this exploration is academics’ participation in an online professional development module, Digital Education, and the “pivot online” (Weller, 2020a) during campus closures caused by the COVID-19 pandemic in 2020. Through qualitative research, we explored participants’ sense of teaching identity, whether they had or have a concept of being a digital educator and the extent to which these identities might have shifted while the campus closure continued. We present analysis of their accounts and reflect on the implications of this analysis, particularly in relation to organisational digital capacity defined as “the skills, competencies, attitudes, infrastructure, and resources that enable people to work, live and...

A tecnologia educativa no currículo escolar e na formação docente no Chile

The association of the use of digital information and communication technologies (TDIC) and impro... more

Modelo De Enseñanza-Aprendizaje Para Adultos en La Era Del Conocimiento. Diseño y Estructura Del Modelo

Gestión en el Tercer Milenio, 2005

Este documento desarrolla la propuesta de Modelo Pedagógico presentado en el Seminario Internacio... more Este documento desarrolla la propuesta de Modelo Pedagógico presentado en el Seminario Internacional de e-learning efectuado el pasado octubre en la Facultad de Ciencias Administrativas de la Universidad Nacional Mayor de San Marcos. Se presentan sus fundamentos, estructura, actores e interrelaciones que permiten un aprendizaje significativo, relevante y pertinente para el desarrollo de competencias actuales y futuras en la Formación.

How Can We Explain the Relationship Between Quality Interaction and Quality Learning in E-Learning? A Maximum Variability Study in Four-Cases

E-Learning - Long-Distance and Lifelong Perspectives, 2012

How Can We Explain the Relationship Between Quality Interaction and Quality Learning in E-Learnin... more

Claves del Emprendimiento Corporativo: cuando la iniciativa de un empleado se transforma en agregación de valor

Trend Managment. Mención Honrosa, 2008

ABSTRACT Mención Honrosa en Concurso de Publicaciones

El Impacto De Las Tic en La Educación

Asynchronous Discourse Analysis in the Quality of Expected Learning

Universities are gradually implementing virtual learning processes. However, research still remai... more Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of lear-ning offered and achieved. The main objective was to determine how interactions in online environments add quality to the lear-ning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phases, analyzing more than 10,000 messages of 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous com-munication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and qua...

From Pivot to Foothold: Facilitating an Institutional Approach to Online Teaching and Learning at Ireland’s First Technological University, 2021

Over the spring and summer period of 2020, the Learning, Teaching and Technology Centre (LTTC) at... more Over the spring and summer period of 2020, the Learning, Teaching and Technology Centre (LTTC) at Technological University Dublin (TU Dublin) employed a range of strategies to help staff respond to the unique challenges associated with an initial period of 'emergency remote teaching' and a succeeding 'temporary online pivot' (Nordmann et al., 2020, p. 4) precipitated by the COVID-19 pandemic. During this period the 'TU Dublin VLE Baseline Checklist', was designed to provide non-prescriptive, VLE-agnostic, clear, actionable guidance for ensuring quality and consistency in online provision across the University. The checklist contains a set of good practice recommendations for the design and delivery of a quality, student-centred online learning experience against which staff may benchmark their module design and teaching approaches within the VLE. This paper will give an account of the Centre's development of the baseline checklist, including the impetus for its creation and the LTTC's efforts to engage a range of internal stakeholders to promote its formal adoption as part of the University's quality assurance and enhancement processes. Two efforts by the LTTC to embed the VLE baseline checklist in its CPD modules on technology-enhanced teaching, learning and assessment are outlined as are the initial findings of a survey carried out to ascertain lecturers' perspectives on, and experience in, implementing the baseline checklist in their own teaching practice. It is hoped that the case study presented here will be of relevance to any higher education institution seeking to develop a strategic approach to academic development for the benefit of learners engaging in online and blended delivery. For practitioners, the findings may provide some insights into the practicalities of working collaboratively to design and then implement a whole-institution inclusive approach to online learning across a multi-platform, dispersed, multi-campus large Higher Education Institution.

Asynchronous Discourse Analysis in the Quality of Expected Learning

Universities are gradually implementing virtual learning processes. However, research still remai... more Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phases, analyzing more than 10,000 messages of 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quanti...

Análisis del discurso asíncrono en la calidad de los aprendizajes esperados

Universities are gradually implementing virtual learning processes. However, research still remai... more Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phases, analyzing more than 10,000 messages of 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quanti...

A Stakeholder Informed Professional Development Framework to Support Engagement with Learning Analytics

This paper reports on a study aimed at identifying training requirements for both staff and stude... more This paper reports on a study aimed at identifying training requirements for both staff and students in higher education to enable more widespread use of learning analytics. Opinions of staff and students were captured through ten focus groups (37 students; 40 staff) and two surveys (1,390 students; 160 staff). Participants were predominantly from two higher education institutions in Ireland. Analysis of the results informed a framework for continuous professional development in learning analytics focusing on aspects of using data, legal and ethical considerations, policy, and workload. The framework presented here differentiates between the training needs of students, academic staff and professional services staff.

La interacción asincrónica en experiencias de formación virtual: una relación entre análisis del discurso y la calidad de los aprendizajes esperados

Aportar conocimiento en el ambito del e-learning (educacion mediada por el computador) orientando... more Aportar conocimiento en el ambito del e-learning (educacion mediada por el computador) orientandose a la calidad del aprendizaje en esta modalidad, es un tema que requiere aun de mucha exploracion e investigacion en todo el mundo, y este estudio apunta a generar conocimiento que permita una toma de decisiones oportuna, respecto a que contenidos propician mayor interaccion, que metodologias la motivan mas, como proponer aprendizajes en la modalidad virtual, siendo este uno de los desafios mas requeridos por la sociedad en general hacia el e-learning. Por un lado, se tiene evidencia suficiente respecto del analisis del discurso en los foros de comunicacion asincronica, y por otro lado, se cuenta con una variada cantidad de estudios que abordan la experiencia del aprendizaje desde diversos angulos: el modelo del diseno, la didactica, etc... Sin embargo, en los estudios analizados se reflejan aun la tarea pediente de indagar mas sobre: ?Como aprenden los alumnos mediante el foro?, ?De q...

Escalae en Chile: primera experiencia en un centro educativo

Aula De Innovacion Educativa, 2011

Empleabilidad temprana y emprendimiento. Dos grandes desafíos en la formación superior en Chile

Calidad En La Educacion, 2010

REsUmEN El siguiente artículo tiene como propósito relevar el binomio emprendimientoempleabilidad... more REsUmEN El siguiente artículo tiene como propósito relevar el binomio emprendimientoempleabilidad temprana como un nuevo activo y valor agregado en la formación superior chilena. Se presentan así, los resultados preliminares de una propuesta que integra en un solo modelo "E 2 " (Modelo EmprénDT y Modelo Movile, de la Universidad del Pacífico) una estrategia que desarrolla las competencias básicas, transversales a todas las áreas de formación profesional, de empleabilidad y emprendimiento en aquellos estudiantes que se incorporarán al mundo del trabajo, ya sea de manera dependiente o de forma independiente. Esta formación complementaria y voluntaria incluye un conjunto de habilidades sintonizadas con el mercado laboral que busca reducir la brecha entre la consecución de la práctica profesional, el egreso y la primera inserción laboral profesional y/o generación de autoempleabilidad (emprendimiento).

Estándares para la Formación Inicial Docente

From Speaking Skills to Virtual Mobilities: Challenges of VR Technologies in Communication from the European University of Technology

2023 IEEE Global Engineering Education Conference (EDUCON)

Stakeholders’ insights on learning analytics: Perspectives of students and staff

Computers & Education

First year Checklist for Success

The checklist is designed for staff involved in supporting first year student success and provide... more The checklist is designed for staff involved in supporting first year student success and provides an opportunity to recognise and map out the range of activities in place on their programme(s) that can enrich the first year experience. The resource can also be used as a tool to plan for development to consolidate and extend current activities. The focus is on maximising what is effective in their context, not identifying deficits or gaps. This version was prepared in consultation with students, first year tutors and other staff involved in teaching and supporting first years from City, Tallaght and Blanchardstown campuses. The original checklist was developed under the auspices of the DIT Learning, Teaching and Assessment Strategies committee

Evaluación de la calidad del "e-learning

Evaluación del desarrollo profesional docente, 2011, ISBN 978-84-92651-41-2, págs. 193-226, 2011

First Year Checklist for Student Success Infographic

Exploring the concept of the digital educator during COVID-19

Australasian Journal of Educational Technology, 2022

In this paper, we explore academic identity, specifically the identity of the educator in higher ... more In this paper, we explore academic identity, specifically the identity of the educator in higher education and academics’ conceptualisations of the digital educator. We suggest that the concept of a digital educator is not only about technology, tools and uses. The context for this exploration is academics’ participation in an online professional development module, Digital Education, and the “pivot online” (Weller, 2020a) during campus closures caused by the COVID-19 pandemic in 2020. Through qualitative research, we explored participants’ sense of teaching identity, whether they had or have a concept of being a digital educator and the extent to which these identities might have shifted while the campus closure continued. We present analysis of their accounts and reflect on the implications of this analysis, particularly in relation to organisational digital capacity defined as “the skills, competencies, attitudes, infrastructure, and resources that enable people to work, live and...

A tecnologia educativa no currículo escolar e na formação docente no Chile

The association of the use of digital information and communication technologies (TDIC) and impro... more

Modelo De Enseñanza-Aprendizaje Para Adultos en La Era Del Conocimiento. Diseño y Estructura Del Modelo

Gestión en el Tercer Milenio, 2005

Este documento desarrolla la propuesta de Modelo Pedagógico presentado en el Seminario Internacio... more Este documento desarrolla la propuesta de Modelo Pedagógico presentado en el Seminario Internacional de e-learning efectuado el pasado octubre en la Facultad de Ciencias Administrativas de la Universidad Nacional Mayor de San Marcos. Se presentan sus fundamentos, estructura, actores e interrelaciones que permiten un aprendizaje significativo, relevante y pertinente para el desarrollo de competencias actuales y futuras en la Formación.

How Can We Explain the Relationship Between Quality Interaction and Quality Learning in E-Learning? A Maximum Variability Study in Four-Cases

E-Learning - Long-Distance and Lifelong Perspectives, 2012

How Can We Explain the Relationship Between Quality Interaction and Quality Learning in E-Learnin... more

Claves del Emprendimiento Corporativo: cuando la iniciativa de un empleado se transforma en agregación de valor

Trend Managment. Mención Honrosa, 2008

ABSTRACT Mención Honrosa en Concurso de Publicaciones

El Impacto De Las Tic en La Educación

Asynchronous Discourse Analysis in the Quality of Expected Learning

Universities are gradually implementing virtual learning processes. However, research still remai... more Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of lear-ning offered and achieved. The main objective was to determine how interactions in online environments add quality to the lear-ning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phases, analyzing more than 10,000 messages of 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous com-munication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and qua...

From Pivot to Foothold: Facilitating an Institutional Approach to Online Teaching and Learning at Ireland’s First Technological University, 2021

Over the spring and summer period of 2020, the Learning, Teaching and Technology Centre (LTTC) at... more Over the spring and summer period of 2020, the Learning, Teaching and Technology Centre (LTTC) at Technological University Dublin (TU Dublin) employed a range of strategies to help staff respond to the unique challenges associated with an initial period of 'emergency remote teaching' and a succeeding 'temporary online pivot' (Nordmann et al., 2020, p. 4) precipitated by the COVID-19 pandemic. During this period the 'TU Dublin VLE Baseline Checklist', was designed to provide non-prescriptive, VLE-agnostic, clear, actionable guidance for ensuring quality and consistency in online provision across the University. The checklist contains a set of good practice recommendations for the design and delivery of a quality, student-centred online learning experience against which staff may benchmark their module design and teaching approaches within the VLE. This paper will give an account of the Centre's development of the baseline checklist, including the impetus for its creation and the LTTC's efforts to engage a range of internal stakeholders to promote its formal adoption as part of the University's quality assurance and enhancement processes. Two efforts by the LTTC to embed the VLE baseline checklist in its CPD modules on technology-enhanced teaching, learning and assessment are outlined as are the initial findings of a survey carried out to ascertain lecturers' perspectives on, and experience in, implementing the baseline checklist in their own teaching practice. It is hoped that the case study presented here will be of relevance to any higher education institution seeking to develop a strategic approach to academic development for the benefit of learners engaging in online and blended delivery. For practitioners, the findings may provide some insights into the practicalities of working collaboratively to design and then implement a whole-institution inclusive approach to online learning across a multi-platform, dispersed, multi-campus large Higher Education Institution.

Asynchronous Discourse Analysis in the Quality of Expected Learning

Universities are gradually implementing virtual learning processes. However, research still remai... more Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phases, analyzing more than 10,000 messages of 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quanti...

Análisis del discurso asíncrono en la calidad de los aprendizajes esperados

Universities are gradually implementing virtual learning processes. However, research still remai... more Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved. The main objective was to determine how interactions in online environments add quality to the learning of students. For this, a descriptive investigation was done that combines qualitative and quantitative phases, analyzing more than 10,000 messages of 171 participants from four postgraduate courses developed in the form of e-learning. Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online. Among the research findings, there highlights a positive relationship between quality and quanti...

A Stakeholder Informed Professional Development Framework to Support Engagement with Learning Analytics

This paper reports on a study aimed at identifying training requirements for both staff and stude... more This paper reports on a study aimed at identifying training requirements for both staff and students in higher education to enable more widespread use of learning analytics. Opinions of staff and students were captured through ten focus groups (37 students; 40 staff) and two surveys (1,390 students; 160 staff). Participants were predominantly from two higher education institutions in Ireland. Analysis of the results informed a framework for continuous professional development in learning analytics focusing on aspects of using data, legal and ethical considerations, policy, and workload. The framework presented here differentiates between the training needs of students, academic staff and professional services staff.

La interacción asincrónica en experiencias de formación virtual: una relación entre análisis del discurso y la calidad de los aprendizajes esperados

Aportar conocimiento en el ambito del e-learning (educacion mediada por el computador) orientando... more Aportar conocimiento en el ambito del e-learning (educacion mediada por el computador) orientandose a la calidad del aprendizaje en esta modalidad, es un tema que requiere aun de mucha exploracion e investigacion en todo el mundo, y este estudio apunta a generar conocimiento que permita una toma de decisiones oportuna, respecto a que contenidos propician mayor interaccion, que metodologias la motivan mas, como proponer aprendizajes en la modalidad virtual, siendo este uno de los desafios mas requeridos por la sociedad en general hacia el e-learning. Por un lado, se tiene evidencia suficiente respecto del analisis del discurso en los foros de comunicacion asincronica, y por otro lado, se cuenta con una variada cantidad de estudios que abordan la experiencia del aprendizaje desde diversos angulos: el modelo del diseno, la didactica, etc... Sin embargo, en los estudios analizados se reflejan aun la tarea pediente de indagar mas sobre: ?Como aprenden los alumnos mediante el foro?, ?De q...

Escalae en Chile: primera experiencia en un centro educativo

Aula De Innovacion Educativa, 2011

Empleabilidad temprana y emprendimiento. Dos grandes desafíos en la formación superior en Chile

Calidad En La Educacion, 2010

REsUmEN El siguiente artículo tiene como propósito relevar el binomio emprendimientoempleabilidad... more REsUmEN El siguiente artículo tiene como propósito relevar el binomio emprendimientoempleabilidad temprana como un nuevo activo y valor agregado en la formación superior chilena. Se presentan así, los resultados preliminares de una propuesta que integra en un solo modelo "E 2 " (Modelo EmprénDT y Modelo Movile, de la Universidad del Pacífico) una estrategia que desarrolla las competencias básicas, transversales a todas las áreas de formación profesional, de empleabilidad y emprendimiento en aquellos estudiantes que se incorporarán al mundo del trabajo, ya sea de manera dependiente o de forma independiente. Esta formación complementaria y voluntaria incluye un conjunto de habilidades sintonizadas con el mercado laboral que busca reducir la brecha entre la consecución de la práctica profesional, el egreso y la primera inserción laboral profesional y/o generación de autoempleabilidad (emprendimiento).

Estándares para la Formación Inicial Docente

A tecnologia educativa no currículo escolar e na formação docente no Chile

by Maria Renata da Cruz Duran and Ana Schalk

A associação entre uso de tecnologias digitais de informação e comunicação (TDIC) e melhoria do d... more A associação entre uso de tecnologias digitais de informação e comunicação (TDIC) e melhoria do desempenho profissional tem se difundido em vários países e justificado o uso de tais aparatos nas escolas, bem como mudanças currículares. Na América Latina, o Chile é um caso exemplar dessa política. Considerando a relevância desse tema para o contexto brasileiro, com vistas à discussão das DTIC nas escolas, este artigo tem por objetivo analisar as relações entre as tecnologias e a alfabetização digital docente. Para tanto, apresenta uma análise sobre a inserção da disciplina Tecnologia Educacional no currículo das escolas chilenas no período 1996-2002, com base em pesquisa documental e bibliográfica e em uma entrevista. O foco recai sobre as políticas voltadas ao uso das TDIC na formação de professores, especialmente o programa Enlaces.

CUID conference paper EUt+

by Ana Schalk, Susanna Nocchi, and Anna Nicolaou

Designing for inclusiveness in education projects: the case of European University of Technology’s XR Team, 2021

This paper will present the case of the XR project team within the European University of Technol... more This paper will present the case of the XR project team within the European University of Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual reality (VR) approach to help students and staff overcome language and cultural barriers in international mobility. The aim of the project ultimately is to enhance the experience of physical student mobility and to ensure international opportunities for students are more inclusive. As research on the problem is still in progress, the team found themselves constructing their own understanding of designing for inclusiveness in the project. This paper presents the case through a qualitative case study methodology involving reflective journals of project participants, a focus group discussion, and a documentary analysis connected to the project. The findings from the study show how the understanding of ‘inclusiveness’ is constructed through social interactions and consequently how designing for inclusiveness in digital projects in education is a journey influenced by evolving meanings. Our study makes important contributions to the students with disability literature and technology in education literature.