Repositorio Institucional

El Repositorio Institucional de la Universidad Viña del Mar es un espacio de almacenamiento, preservación y difusión del material documental producido por académicos y estudiantes en las áreas de docencia, investigación y vinculación con el medio.

En este espacio podrá encontrar: artículos de revistas, reportes de investigación, tesis de pre y postgrado, material docente, documentación académica y aportes de miembros de nuestra Universidad en Medios de Comunicación nacionales y regionales.

Envíos recientes

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Uterus histomorphometry of alpacas (Vicugna pacos) in induced luteal phase, with GnRH or Copulation
(2024-09-30) Goicochea-Vargas, José; Rondón-Jorge, Wilson; Acosta-Pachorro, Fidel; Salvatierra-Alor, Max; Ratto-Fuster, Marcelo; Silva-Jimenez, Mauricio; Valderrama-Linares, Ximena; Acosta-Galvez, Roberto; Morales-Parra, Edson
Background: Alpacas have reproductive traits such as induced ovulation and a higher gestation rate in the left uterine horn. Additionally, low fertility and high embryonic mortality are significant challenges in alpaca breeding. To address these issues, it is essential to study the histological changes occurring in the uterine wall during day 8 of the luteal phase. Aim: This research aims to describe these changes in alpacas with induced ovulation using GnRH or copulation. Methods: The study was conducted on 8 sexually mature fertile alpacas with a preovulatory follicle of ≥ 7 mm. Ovulation was induced with GnRH (G1, n=3) and natural mating’ (G2, n=5), confirmed by ultrasound showing the disappearance of the follicle and formation of the corpus luteum. On day 8 of the luteal phase, samples of the uterine wall from the right and left uterine horns were obtained through a midline laparotomy. A uterine lavage with PBS was also performed, and no embryo-ova was found. The tissues were fixed, processed, and stained with Hematoxylin and Eosin. Measurements of the myometrium and endometrium, the area of the superficial and deep endometrial glands, the height of the gland cells, and the height of the endometrial mucosal cells were performed using microscopy and software. The Measurements were taken in microns (um), from 12 different photographs per animal. Results: In G2 (copulation), greater thickness of the endometrium and myometrium, as well as a larger area of the superficial glands and cell height, were observed (p < 0.005). Additionally, the area of the superficial glands in the left horn was greater compared to the right. Conclusion: The thickness of the myometrium and endometrium, and the area of the superficial glands of the left uterine horn in alpacas during the luteal phase (day 8), induced by copulation (G2), show better development. This research provides new insights into changes in the histomorphometry of the alpacas uterus during this stage and is the first report in this species.
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Diseño instruccional para una educación inclusiva: Oportunidades para la práctica docente
(Dykinson S. L., 2024) Astudillo Vásquez, Macarena; Orellana-Lepe, Gladys; Romero García, Carmen; Buzón García, Olga
La educación superior es la etapa formativa que sigue a la educación secundaria y que ofrece programas académicos más especializados, avanzados y orientados hacia la preparación profesional. La educación superior es un bien público social, entendido como un derecho humano y universal, la cual resulta ser un deber del Estado (UNESCO, 2008). En este nivel educativo, los y las estudiantes tienen la oportunidad de profundizar en áreas específicas de conocimiento, desarrollar habilidades especializadas y obtener títulos universitarios que les permitirán ingresar al mercado laboral. Es por esto mismo, que el acceso a la educación superior es un tema central, ya que, busca garantizar la equidad y la inclusión, permitiendo que diversos grupos de estudiantes tengan la oportunidad de acceder a programas de calidad. La financiación, internacionalización y adaptación a los cambios en la demanda laboral son aspectos fundamentales que también se abordan en el contexto de la educación superior. Hoy en día uno de los desafíos que tiene la educación superior como señalan Ocaña-Fernández et. al (2019) es que la universidad del nuevo milenio estriba en la urgente necesidad de planificar, diseñar, desarrollar e implementar competencias digitales que permitan formar profesionales capaces de entender y desarrollar el entorno tecnológico atendiendo a sus necesidades. Por lo tanto, las Tecnologías de la Información y Comunicación (TIC) han impulsado transformaciones en la forma de interactuar. Díaz et al. (2021) señalan que dentro del ámbito educativo las TIC resultan ser un complemento para el desarrollo del proceso enseñanza-aprendizaje, puesto que facilitan la interacción de las actividades didácticas, estimulan el uso de plataformas y aplicaciones educativas, siendo esta la puerta que abre el mundo de la digitalización de todo nuestro entorno como sociedad, donde estas herramientas tecnológicas no distinguen color, raza, género, nivel socioeconómico, creencias religiosas, etc. Ad más, deben ser entendidas solo como un medio para el logro de un fin mayor, es decir, como una herramienta de apoyo, una nueva forma de trabajo y aprendizaje, entregando más oportunidades para quienes las utilicen dentro de su desarrollo profesional y académico, quitando barreras a estas fronteras que abren un centenar de oportunidades con su implementación de la mano de la sociedad de la información. La sociedad de la información hace referencia a la importancia social que se le concede a la comunicación y la información en la sociedad actual, donde se involucran las relaciones sociales, económicas y culturales (Sánchez, 2016, como se cita en Polo, 2020). En este contexto, la tecnología desempeña un papel fundamental conectando a las personas a través de redes digitales y facilitando el flujo constante de datos. La sociedad de la información se distingue por la prevalencia de la tecnología de la comunicación, la digitalización de la información y la importancia en la capacidad de acceder y utilizar conocimientos en diversos campos. Este paradigma ha transformado la manera en que las personas se comunican, trabajan, educan y participan en la vida cotidiana, generando un entorno dinámico y globalizado, que, por cierto, ha impactado al ámbito educativo y su quehacer. Por lo tanto, la incorporación de la tecnología ha tenido gran importancia en los últimos años para el desarrollo de estos procesos en educación superior, considerando que cada vez son más amigables, accesibles y adaptables (Poveda-Pineda y Cifuentes-Medina, 2020). Ante esto, el Diseño Instruccional (DI) se posiciona como una guía para enriquecer y potenciar el proceso de aprendizaje desde la implementación de los procesos formativos, resultando aún desafiante el desarrollo de espacios inclusivos en entornos virtuales de aprendizaje, donde si bien se ha avanzado, aún quedan oportunidades para fortalecer el aprendizaje para todas las personas.
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Artificial Intelligence and Education: Enhancing Human Capabilities, Protecting Rights, and Fostering Effective Collaboration between Humans and Machines in Life, Learning, and Work
(Octaedro Editorial, 2024-11) Sánchez-Vera, Fulgencio; Perdomo Reyes, Inmaculada; Estévez Cedeño, Betty; López-García, Alejandro; Campillo-Ferrer, José María; Zaragoza-Vidal, María Victoria; Miralles-Sánchez, Pedro; Díaz-Noguera, María Dolores; Hervás-Gómez, Carlos; Puraivan, Eduardo; Astudillo-Vásquez, Macarena; Cofré-Morales, Connie; Morales-Pérez, Gloria; Román-Graván, Pedro; Domínguez-González, María de Los Ángeles; Reina-Parrado, Manuel; Martínez, Ortí; Ríos, Pardo; Burgueño López, Jorge; Plitt Stevens, Javier; Martín-Gutiérrez, Ángela; Manzanares-Castillo, Carmen; Angel-Alex, Haisan; Barkoczi, Nadie; Ruiz-Lázaro, Judit; Jiménez-García, Eva; Martínez-Requejo, Sonia; Redondo-Duarte, Sara; Aguilar-Gil, Marta; Castaño-Muñoz, Jonatan; Moreno-Morilla, Celia; Rodríguez-Ruiz, Joaquín; Espejo-Siles, Raquel; Marín-López, Inmaculada; Rosser, Pablo; Soler, Seila; García Carpintero-Blas, Eva; Martínez Miguel, Esther; Uceda Gutiérrez, Sara; Huencho-Iturra, Karina; Díaz Noguera, María Dolores; Ordóñez-Sierra, Rosario; Rodríguez-Gallego, Margarita; De Cecilia-Rodríguez, Cristina; Aguado-Henche, Soledad; Moreno Gómez-Toledano, Rafael; Slocker de Arce, Ana María; De Arriba de la Fuente, Gabriel; Ortega, Miguel A.; Cristóbal Aguado, Soledad; Grande Alonso, Mónica; Díaz-Noguera, María Dolores; Hervás-Gómez, Carlos; Sánchez-Vera, Fulgencio
At the intersection of emerging technology and the educational horizon, Artificial Intelligence and Education: Enhancing Human Capabilities, Protecting Rights, and Fostering Effective Collaboration between Humans and Machines in Life, Learning, and Work is unveiled as an enlightening work. This book transcends the mere analysis of artificial intelligence (AI) as a technological tool, to explore its role as a catalyst in transforming education, enhancing accessibility, and promoting digital well-being. From the initial exploration of AI in education, through its necessity and convenience, to its ethical and epistemic impact, each chapter unfolds as a cohesive narrative that illuminates different aspects of AI in the academic realm. We delve into the inclusion of AI in higher education, marking the path towards a digital transformation that promises to redefine what it means to learn and teach in the 21st century. The book examines how AI is being integrated into academic research and analytical practices, highlighting the technology’s potential to enrich qualitative inquiry and knowledge generation. Through an exploration of the challenges, opportunities, and perspectives in redefining linguistic education, to post-pandemic human development in higher education, the authors offer a comprehensive view of the changes that AI is bringing about in the educational landscape. Chapters dedicated to enhancing learning through the automatic generation of AI-based narratives, students’ perception of AI, and the use of AI tools for creating educational videos illustrate the wide range of practical applications of AI in education. From the use of Dall-E for the self-regulation of learning in elementary school students to the automatic assessment of short answers in health sciences with ChatGPT, the book highlights innovations that are reshaping learning and teaching. The role of faculty members as ethical mentors in the use of AI in academia, and the experience of project-based learning in higher education, underscore the importance of ethical and practical guidance in adopting these technologies. These themes resonate throughout the book, emphasizing the need for conscious and reflective collaboration between humans and machines. The Revolution Through Artificial Intelligence is not just a reference work on the integration of AI in education; it is a call to action for educators, students, researchers, and policymakers. It invites all stakeholders to actively participate in shaping an educational future that leverages the potential of AI to enhance skills, safeguard rights, and facilitate effective collaboration between humans and machines. This book marks the beginning of an exciting journey towards an educational revolution driven by Artificial Intelligence, a journey that will transform not only how we teach and learn but also how we think about education in the digital age.
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The Education Revolution through Artificial Intelligence: Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration
(Octaedro Editorial, 2024-11) Hérvas-Gómez, Carlos; Díaz-Noguera, María Dolores; Puraivan, Eduardo; Astudillo-Vásquez, Macarena; Cofré-Morales, Connie; Estellés-Arolas, Enrique; Pérez Bou, Javier; Santos Villalba, María Jesús; Martínez Domingo, José Antonio; Berral Ortiz, Blanca; Lorenzo Martín, Manuel Enrique; Permodo Reyes, Inmaculada; Sánchez-Vera, Fulgencio; Estévez Cedeño, Betty; Padrón Alvarez, Arasay; Rosas Meneses, Vladimir A.; Ciarra Tejada, Alazne; Parra Sánchez, Diego Ernesto; Henderia Kamandhari, Helen; Lavandera Ponce, Silvia; Mora Jaureguialde, Begoña; Sandín Esteban, María Paz; Sánchez Martí, Angelina; Vilá Baños, Ruth; Cuevas-Alonso, Miguel; Tagarro, Pablo M.; Moral Moreno, Luis; Guzón Nestar, José Luis; Martínez Hernández, Ana; Gil Ruiz, Paula; Iduriaga Carbonero, Rubén; Ribes-Lafoz, María; Navarro-Colorado, Borja; Tabuenca-Cuevas, María; Rovira-Collado, José; Martín-Gutiérrez, Ángela; García-Jiménez, Jesús; Corujo-Vélez, María del Carmen; Florina Grosu, Emilia; Mata, Liliana; Neagu, Sonia Gabriela; Domínguez-González, María de Los Ángeles; Moreno-Morilla, Celia; Reina-Parrado, Manuel; Navarro-Granados, María; Padros-Flores, Nuria; Gadea Sáez, Ivan; Alonso-Montero, Carolina; Hérvas-Gómez, Carlos; Díaz-Noguera, María Dolores; Sánchez-Vera, Fulgencio
At the threshold of an unprecedented educational revolution, The Education Revolution Through Artificial Intelligence: Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration stands as an essential guide for understanding and navigating the complex landscape of Artificial Intelligence (AI) in education. This meticulously composed book not only addresses the urgency of incorporating AI into educational processes but also delves into the ethical, practical, and philosophical implications of this integration. From the initial exploration of AI in education, through its necessity and convenience, to its ethical and epistemic impact, each chapter unfolds as a cohesive narrative that illuminates different aspects of AI in the academic realm. We delve into the inclusion of AI in higher education, marking the path towards a digital transformation that promises to redefine what it means to learn and teach in the 21st century. The book examines how AI is being integrated into academic research and analytical practices, highlighting the technology’s potential to enrich qualitative inquiry and knowledge generation. Through an exploration of the challenges, opportunities, and perspectives in redefining linguistic education, to post-pandemic human development in higher education, the authors offer a comprehensive view of the changes that AI is bringing about in the educational landscape. Chapters dedicated to enhancing learning through the automatic generation of AI-based narratives, students’ perception of AI, and the use of AI tools for creating educational videos illustrate the wide range of practical applications of AI in education. From the use of Dall-E for the self-regulation of learning in elementary school students to the automatic assessment of short answers in health sciences with ChatGPT, the book highlights innovations that are reshaping learning and teaching. The role of faculty members as ethical mentors in the use of AI in academia, and the experience of project-based learning in higher education, underscore the importance of ethical and practical guidance in adopting these technologies. These themes resonate throughout the book, emphasizing the need for conscious and reflective collaboration between humans and machines. The Revolution Through Artificial Intelligence is not just a reference work on the integration of AI in education; it is a call to action for educators, students, researchers, and policymakers. It invites all stakeholders to actively participate in shaping an educational future that leverages the potential of AI to enhance skills, safeguard rights, and facilitate effective collaboration between humans and machines. This book marks the beginning of an exciting journey towards an educational revolution driven by Artificial Intelligence, a journey that will transform not only how we teach and learn but also how we think about education in the digital age.
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Introducing Chaos Theory: A Life Sciences Students’ Perspective
(2024-10-18) Perea Martins, João E. M.; Oyanedel, Eduardo; Campos-Soto, Ricardo
This article details a concise in-class workshop to introduce life science students to basic chaos theory concepts, which is a modern subject and has high potential for applications in life sciences and other fields, justifying its knowledge. The teaching approach is based on a pragmatic strategy that uses only the essential mathematical and computing concepts required to reach the learning outcome, which this article explains step-by-step and, therefore, at least in expectation, even students or professors with no previous software knowledge could understand them. The proposed educational approach uses a meaningful learning approach, and population growth models as an educational anchor subject, which is a common subject for life science students and may be intuitive for students from other areas. Feedback from 70 students surveyed after the workshop yielded positive results, and 72.9% of the students expressed confidence in explaining basic chaos theory concepts following the session, and 94.7% stated they would recommend it to their peers, which underscores the present proposal feasibility.