No abstract

Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.

No abstract

Today, we have access to information delivered over the Internet from the most remote parts of the world. As the use of the Internet increases, so does the use of search engines as the tool to access on-line information. We are becoming informed, constructing meaning, and understanding the world based on the results retrieved by search engines. SEARCH Behind the Scenes is an interactive-installation, which invites the participant to think from a critical perspective about how this technology influences our lives and its implication in our understanding of today's world.

Catalina holds a bachelor degree in Civil Engineering, with concentration in Structural Design. After graduating and working at an Engineering firm in Chile, Catalina completed a master's degree in media studies at The New School, and a MFA in Design and Technology @ Parsons The New School for Design, New York. At DiLab Catalina teaches and coordinates the Engineering Challenges course which aims to initiate freshmen students in to engineering design practices by encouraging students to develop a project following a user-centered design process. She also teaches Visual Thinking, the exploratory course of the Major in Engineering, Design, and Innovation. This course addresses the theories and ideas that sustain the visual thinking process as well as methodologies and practical implementation of visual representation through infographics, computer graphics, and physical computing. The course focus on representing the narrative of the findings using visual tools. Catalina has been directing FabLabUC since 2015. FabLabUC is a fabrication laboratory located at the Innovation Center, PUC. Currently she is pursuing a PhD in Computer Sciences with a research focus on Engineering Education at PUC.