vol. 3 núm. 1 (2022)

This article is the result of a reflection exercise about the implementation of instructional design in the virtualization of school courses accompanied by Ude@ - Virtual Education of the Universidad de Antioquia-, a unit attached to the Vicerrectoria de Docencia department (teaching vice-rectory), "that looks for the promotion and installation of other ways of teaching, learning and producing knowledge [...] through the possibilities offered by information technologies and digital platforms” (Ude@, 2021, párr. 1). In order to that, it was reviewed, through the perspective of the roles of the teacher and the pedagogical advisor, the relevance of instructional design in the process of courses virtualization and having as input evaluations, questionnaires filled out by teachers after the construction of virtual classrooms; furthermore, some interviews with a sample of pedagogical advisors team. Finally, the conclusions shows that teachers identify the role of instructional design from the pedagogical advice, as a guide that provides tools to rethink and transform the practices associated with the planning and implementation of teaching, from the virtual modality and the incorporation of digital technologies in a critical and contextualized way. In the other hand, the pedagogical advisors conceive instructional design as the structuring factor of didactic planning, which allows the educational process to be organized and deployed in a coherent and critical manner, taking into account the incursion of digital technologies and the methodological transformations that appear in the context of virtuality and are reflected in the consolidation of virtual classrooms.

Questionnaires to assess student satisfaction with the work of university teachers have been used as tools to evaluate the quality of their performance and as evidence of teaching quality in institutional accreditation processes. The aim of the study is to compare the psychometric analysis of a Likert-type questionnaire on university teaching activity, using the Classical Test Theory (CTT) and Samejima's Graded Response Model (GRM). A database was available, containing the responses of students from different university courses belonging to a Spanish university. The analysis was performed initially using the TCT and subsequently with the MRG model. The parameters of the items were estimated and analyzed with both models and the information obtained with each one was highlighted. In conclusion, this application allowed identifying that the questionnaire has adequate psychometric properties that allow, with a high level of reliability and discrimination, to assess student satisfaction with teachers. Finally, the benefits of using the MRG for this type of instrument are presented, as well as the additional and detailed information provided by its use in the context of educational evaluation.

This article identifies the problem of plagiarism in the Colombian educational system as a central issue in the development of e-learning. Therefore, three tools currently used by the Universidad Nacional Abierta y a Distancia (UNAD) are presented: Facial Recognition, Block Watermark and Genetic Algorithms. The above, as a solution at different levels to improve education and especially the evaluation system that focuses on Closed Objective Tests (POC) (used in the final moments of the course and evaluated through ICFES type multiple choice exams with a single answer), taking into account the perception of students and teachers, and its improvement. The results presented are preliminary, and rather than demonstrating the impact of the different technologies, they show stylized facts, in which it is found that the use of technologies could change the students' grades, as well as transform the times and the way in which the tests are presented.

This article unfolds from a reflection on the depressive behavior of the elderly with visual limitation in times of pandemic, considering that this emotion arises due to different events related to their condition and the various effects that COVID 19 carries with it, such as the confinement, the lack of accompaniment by caregivers who are duly trained to work with this population and the impossibility of interacting with different people (including the family), being the main cause of the depression that occurs in this population, which has negative repercussions in the activities that take place in the social, work and family spheres. For this reason, it is pertinent to reflect on the importance of training caregivers through virtuality to accompany the depression of the elderly with visual limitation in times of COVID 19. It should be emphasized that, with this research, it is intended to recognize how the pandemic has influenced the increase in depression in the elderly with visual limitation, in order to reflect on the repercussions that the lack of preparation that people have for accompany the population facing this situation.