Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System

Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System

We have posulated that in order to avoid the loss of opportunities in education, it is desirable and feasible to develop a detection system for problems during the teaching processes. We have based this on two disciplines. From cybernetics we took the idea of the logically autoreferential system...

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Principais autores: Schaffernicht, Martín, Madariaga Araya, Patricio
Formato: Online
Idioma:spa
eng
Publicado em: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2002
Acesso em linha:https://redie.uabc.mx/index.php/redie/article/view/61
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spelling redie-article-612017-04-19T01:08:26Z Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System Aplicaciones de la cibernética en la detección temprana de problemas de enseñanza en el sistema educativo chileno Schaffernicht, Martín Madariaga Araya, Patricio Improvement of teaching total quality management cybernetics information management systems. Mejoramiento de la enseñanza administración de calidad total cibernética sistemas de información para administración. We have posulated that in order to avoid the loss of opportunities in education, it is desirable and feasible to develop a detection system for problems during the teaching processes. We have based this on two disciplines. From cybernetics we took the idea of the logically autoreferential system which adjusts itself automatically and is analogous to Beer’s viable system model. From theories of learning, we presented a learning-action focus that distinguishes various hierarchical cycles. We distinguished two time horizons: one, for courses that managed the improvements between two versions of themselves; the other, concerned with improving the processes while the course is being carried out. At this level, we differentiated between the student, the group of students, and the teacher, as possible sources of imbalances. The general process of three cycles proposed indicators for the early detection of problems; furthermore, it has shown an capability for self-adjustment, and is under further investigation. The experience has been developed in the context of computer-training associated with the ENLACES Network which the University of Talca offers to teachers of middle schools and high schools, as well as subsidized private schools in the Maule Region of Chile. Postulamos que para evitar la pérdida de oportunidades de aprendizaje, es deseable y factible desarrollar un sistema de detección de problemas durante los procesos de enseñanza. Nos basamos en dos disciplinas. Desde la cibernética, tomamos la idea del sistema lógicamente autorreferencial que se ajusta autónomamente y es análogo al modelo del sistema viable de Beer. Desde las teorías de aprendizaje, presentamos un enfoque de aprendizaje-acción que distingue varios ciclos jerárquicos. Distinguimos dos horizontes de tiempo: uno, el de cursos que se concentran las mejoras entre dos versiones del mismo; el otro, se ocupa de mejorar los procesos durante la realización de un curso. A este nivel, diferenciamos entre el alumno, el grupo de alumnos y el docente como posibles fuentes de desequilibrios. El proceso general de tres ciclos propone indicadores para la detección temprana de problemas; además ha mostrado una capacidad de autoajuste y es sujeto de investigaciones ulteriores. La experiencia se ha desarrollado en el contexto de la capacitación asociada a la Red ENLACES que la Universidad de Talca ofrece a docentes de escuelas y liceos municipales y particulares subvencionados en el uso de computadoras en la Región del Maule, Chile. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2002-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/61 Revista Electrónica de Investigación Educativa; Vol. 4 No. 2 (2002) Revista Electrónica de Investigación Educativa; Vol. 4 Núm. 2 (2002) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/61/1249 https://redie.uabc.mx/index.php/redie/article/view/61/110 https://redie.uabc.mx/index.php/redie/article/view/61/1202 https://redie.uabc.mx/index.php/redie/article/view/61/111 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Schaffernicht, Martín
Madariaga Araya, Patricio
spellingShingle Schaffernicht, Martín
Madariaga Araya, Patricio
Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System
author_facet Schaffernicht, Martín
Madariaga Araya, Patricio
author_sort Schaffernicht, Martín
title Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System
title_short Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System
title_full Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System
title_fullStr Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System
title_full_unstemmed Using Cybernetics for Early Detection of Instructional Problems in the Chilean Educational System
title_sort using cybernetics for early detection of instructional problems in the chilean educational system
description We have posulated that in order to avoid the loss of opportunities in education, it is desirable and feasible to develop a detection system for problems during the teaching processes. We have based this on two disciplines. From cybernetics we took the idea of the logically autoreferential system which adjusts itself automatically and is analogous to Beer’s viable system model. From theories of learning, we presented a learning-action focus that distinguishes various hierarchical cycles. We distinguished two time horizons: one, for courses that managed the improvements between two versions of themselves; the other, concerned with improving the processes while the course is being carried out. At this level, we differentiated between the student, the group of students, and the teacher, as possible sources of imbalances. The general process of three cycles proposed indicators for the early detection of problems; furthermore, it has shown an capability for self-adjustment, and is under further investigation. The experience has been developed in the context of computer-training associated with the ENLACES Network which the University of Talca offers to teachers of middle schools and high schools, as well as subsidized private schools in the Maule Region of Chile.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2002
url https://redie.uabc.mx/index.php/redie/article/view/61
_version_ 1715723500269862912

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