Descripción un conjunto de herramientas web para evaluación las competencias informacionales de los estudiantes universitarios españoles de grados de Ciencias Sociales
Slides for a talk on "E-Learning at SHU" given by Paul Helm at the IWMW 2001 event held at Queen's University Belfast on 25-27 June 2001.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2001/sessions.html#speaker-2
The document discusses the skills needed for using open educational resources (OER). It identifies barriers to OER use such as lack of user capacity and digital literacy. Reasons for using OER in higher education include improving teaching and learning quality and reducing costs. The document outlines different types of OER and barriers to their mainstream use. It emphasizes the need to define the literacy skills students and teachers require to fully utilize OER, such as digital, media, communication, autonomous learning, and pedagogical literacies. The key takeaway is that OER literacy involves effectively finding, analyzing, reusing, creating and sharing resources of various formats using available tools to ensure meaningful learning experiences.
Bringing Faculty into the Conversation AAC&U 2014Julie Sievers
This document discusses the need for faculty involvement in decision-making regarding new technologies and issues related to the future of liberal education. While conversations may appear to be ongoing, faculty are not always adequately included. Issues are sometimes not framed in terms of their relationship to liberal education goals and pedagogy. To address this, faculty who work in liberal education need to be properly involved in discussions. Additionally, potential changes need to be considered in the context of an institution's mission and how they can help students achieve important learning outcomes. Frameworks like NSSE benchmarks and AAC&U's essential learning outcomes and high-impact practices can help guide discussions.
Carol Coston has over 15 years of experience in human resources, education, and standardized testing. She currently works as a Human Resources Representative at the University of Illinois at Chicago, where she coordinates career development programs and provides guidance to students and employers. Previously, she held various roles managing standardized testing and college advising programs at several schools in Chicago. She also has experience scoring standardized tests remotely and presenting on the college admissions process.
Building research student communities: is there a role for library and learni...Jo Webb
Slides from a symposium exploring the role and experiences of librarians and learning developers in building communities of practice for researchers.Uses two case studies from De Montfort University (Leicester, UK) onexperiences of building a virtual CoP (wiki-based) and a face-to-face writing group.
Symposium was led by Katie Fraser (now University of Leicester), and content contributed by Melanie Petch and Jo Webb (both De Montfort University).
Existing criteria determining course quality in distance educationGülay Ekren
This document examines existing criteria for determining course quality in distance education. It aims to analyze quality assurance initiatives and present differences and similarities between course quality measures. It discusses several rubrics for evaluating online courses, including the Quality Matters Rubric, OLC Standards, OCEP Standards, E-Campus Alberta Rubric, and CHICO Rubric. These rubrics generally focus on criteria like course design, instructional materials, learner support, and assessment. Although the rubrics differ in some ways, they agree on criteria for course information standards and learner support/resources. The document concludes that examining course quality criteria can guide course developers and institutions in distance education quality assurance.
The document summarizes research from the OER Research Fellows program about open educational resources. It discusses the purpose of the program, which is to encourage high-quality OER research and build researcher capacity. It provides an update that several articles have been published or accepted for publication. It then highlights research from two Fellows, Judy Orton Grissett and Huimei Delgado. Orton Grissett's research found students perceived faculty more positively when they used open textbooks. Delgado's research at Purdue University found lower withdrawal rates but similar exam performance when using free OER instead of a $121 textbook. The document ends by calling for more rigorous OER research designs.
Slides for a talk on "E-Learning at SHU" given by Paul Helm at the IWMW 2001 event held at Queen's University Belfast on 25-27 June 2001.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2001/sessions.html#speaker-2
The document discusses the skills needed for using open educational resources (OER). It identifies barriers to OER use such as lack of user capacity and digital literacy. Reasons for using OER in higher education include improving teaching and learning quality and reducing costs. The document outlines different types of OER and barriers to their mainstream use. It emphasizes the need to define the literacy skills students and teachers require to fully utilize OER, such as digital, media, communication, autonomous learning, and pedagogical literacies. The key takeaway is that OER literacy involves effectively finding, analyzing, reusing, creating and sharing resources of various formats using available tools to ensure meaningful learning experiences.
Bringing Faculty into the Conversation AAC&U 2014Julie Sievers
This document discusses the need for faculty involvement in decision-making regarding new technologies and issues related to the future of liberal education. While conversations may appear to be ongoing, faculty are not always adequately included. Issues are sometimes not framed in terms of their relationship to liberal education goals and pedagogy. To address this, faculty who work in liberal education need to be properly involved in discussions. Additionally, potential changes need to be considered in the context of an institution's mission and how they can help students achieve important learning outcomes. Frameworks like NSSE benchmarks and AAC&U's essential learning outcomes and high-impact practices can help guide discussions.
Carol Coston has over 15 years of experience in human resources, education, and standardized testing. She currently works as a Human Resources Representative at the University of Illinois at Chicago, where she coordinates career development programs and provides guidance to students and employers. Previously, she held various roles managing standardized testing and college advising programs at several schools in Chicago. She also has experience scoring standardized tests remotely and presenting on the college admissions process.
Building research student communities: is there a role for library and learni...Jo Webb
Slides from a symposium exploring the role and experiences of librarians and learning developers in building communities of practice for researchers.Uses two case studies from De Montfort University (Leicester, UK) onexperiences of building a virtual CoP (wiki-based) and a face-to-face writing group.
Symposium was led by Katie Fraser (now University of Leicester), and content contributed by Melanie Petch and Jo Webb (both De Montfort University).
Existing criteria determining course quality in distance educationGülay Ekren
This document examines existing criteria for determining course quality in distance education. It aims to analyze quality assurance initiatives and present differences and similarities between course quality measures. It discusses several rubrics for evaluating online courses, including the Quality Matters Rubric, OLC Standards, OCEP Standards, E-Campus Alberta Rubric, and CHICO Rubric. These rubrics generally focus on criteria like course design, instructional materials, learner support, and assessment. Although the rubrics differ in some ways, they agree on criteria for course information standards and learner support/resources. The document concludes that examining course quality criteria can guide course developers and institutions in distance education quality assurance.
The document summarizes research from the OER Research Fellows program about open educational resources. It discusses the purpose of the program, which is to encourage high-quality OER research and build researcher capacity. It provides an update that several articles have been published or accepted for publication. It then highlights research from two Fellows, Judy Orton Grissett and Huimei Delgado. Orton Grissett's research found students perceived faculty more positively when they used open textbooks. Delgado's research at Purdue University found lower withdrawal rates but similar exam performance when using free OER instead of a $121 textbook. The document ends by calling for more rigorous OER research designs.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Presentation Learning Analytics Open Educational ResourcesMalinka Ivanova
The document analyzes and models the domain of open educational resources (OERs) from a learning analytics perspective. It reviews the current state of OER research, typical OER features, and tools used for OER development, tracking, and analysis. It also examines how learning analytics contributes to OER creation, improvement, and reuse. Various learning analytics tools for tracking, analyzing, and improving OERs are described. Models of the OER domain landscape and trends are developed using bibliometric and machine learning methods. The analysis provides insight into OER usage contexts, topics, publications, author countries and collaborations. It also predicts future evolution of OER research areas.
Teacher educators in East Africa are exploring the use of open educational resources (OER) and open educational practices (OEP) in their teaching.
They find that sharing ideas and resources through networks helps them learn from each other and grow as educators. However, moving fully to OEP is challenging due to vague definitions of terms, a lack of support for practitioners, and constraints within the education system.
While some educators are beginning to create and share open content, moving beyond early adopters to widespread adoption requires addressing issues of motivation, skills, time, and policies around open practices.
Presentation prepared for the Missouri State University campus and FCTL about the basics of OER.
Also submitted for SPARC Open Education Leadership assignment.
Sections adapted from David Ernst's OTN presentation: https://drive.google.com/file/d/1rW40wZyVUFuxJ8zCfkFBOJ7quCNYlwF4/view?usp=sharing
This document summarizes a systematic review of theses from researchers in the Global OER Graduate Network (GO-GN). The GO-GN aims to raise the profile of open education research and support PhD students conducting research in this area. The review analyzed 50 theses from 14 countries across 10 categories related to open education, including project case studies, technical specifications, OER as a subject, policy, practitioners, developing nations, MOOCs, pedagogy, and open data/practice/access. The goal was to better understand the emerging field of open education research.
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project. Keynote for the AVU Conference 1-3 July 2015 by Cheryl Hodgkinson-Williams
The document discusses plans to design a learning analytics platform called LA Tartu for the University of Tartu. The platform aims to provide monitoring and guidance tools like dashboards for students, teachers, and researchers. An initial application will focus on a teacher's tool to assess risk factors for students' successful course completion, combining data from the university's study information system and Moodle learning management system. The platform will anonymize and analyze data using a student model to predict performance and send assessments back for viewing in the study information system interface.
A presentation at the IOE's Teaching and Learning Conference by Nazlin Bhimani and Richard Freeman. Here we map the current provision for researcher development at the IOE using vitae's RDF.
The MathGeAr project aims to modernize math and statistics curricula at universities in Georgia and Armenia through introducing new educational technologies and aligning with EU best practices. Funded under the Tempus IV program with a budget of over 1 million euros, the project has 14 partners across Georgia, Armenia, France, Finland, and Germany running from 2013-2016. The project will conduct a comparative analysis of math curricula, modernize selected curricula, introduce online learning tools, build local capacity, conduct a pilot and evaluation, and disseminate results to improve STEM education in the partner countries.
Reception and application of information literacy instruction in Portuguese a...TatianaLSanches
Over the past decade, information literacy has been a challenge for academic libraries in Portugal. Lately, academic library professionals all over the country have been providing a consistent foundation for both teaching sessions and guidance for students. In this article a systematic literature review is used, in an attempt “to identify, appraise and synthesize all the empirical evidence that meets pre-specified eligibility criteria to answer a given research question” (Higgins & Green, 2011). The aim is therefore to carry out a review that seeks to systematize the state of knowledge about information literacy instruction, trying to answer the research question: how is literacy instruction conducted and provided in Portugal? The objective was to achieve an overview of the practices of information literacy instructional training in a south European country. The overall contribution to the field of IL is mainly a focus on the state of the art of information literacy instruction in Portugal.
This document discusses teacher training programs and resources for professional development. It outlines various types of on-campus workshops and study abroad programs that provide training to educators. Potential funding sources are identified for both on-campus and international opportunities. The benefits of these programs are expanding content knowledge, exposure to new trends and scholars, and resources for classroom integration. Administrators and educators are encouraged to identify needs and share acquired resources with colleagues.
The document summarizes research conducted by the NKI Internet College, a leading provider of online distance education in Norway. NKI has 40 years of experience in distance education research and has explored topics like dropout rates, effects of different teaching techniques, and personalizing instruction at scale. The document outlines NKI's four generations of online learning systems and innovations. It also discusses adapting learning materials to individual students' needs, though current materials are not individually customized. The AM-Learning project's focus on automatic individualization of learning messages based on language ability aligns with NKI's research goals.
The document discusses supply chain management in higher education. It conceptualizes the educational system as a supply chain with students and external projects as inputs, the university as the service provider or processor, and graduates and research outcomes as outputs supplied to employers, funding organizations, and society. It outlines the various suppliers, customers, and outputs in the educational supply chain and how e-commerce strategies can integrate processes like providing a universal web portal for institutional services.
The document provides guidance on teaching information literacy skills from elementary school through graduate school. It recommends teaching skills like using effective search strategies, evaluating information sources, making evidence-based arguments, conducting research, writing reports, and communicating findings. The goal is to empower students to use information to solve problems, drive improvements, and create change. Key skills include defining problems, finding and appraising evidence, applying findings, evaluating changes, and redefining problems as needed.
Assessing ‘off campus’ psychology students strategic design and development o...James Brunton
This document discusses strategies for assessing psychology students in flexible online programs from a program-level perspective. It notes that most higher education institutions have embraced e-learning and blended learning. Flexible online students particularly focus on assessments. The strategies discussed include:
- Constructively aligning program and module learning outcomes to various assessment types like online discussions and final projects.
- Developing an assessment matrix to ensure students have sufficient opportunities to achieve program learning outcomes through a variety of assessment types mapped to each module.
- Creating an online course and workshops to support assessment writers in developing aligned assessments.
READ180 is a comprehensive reading intervention program designed to help improve reading skills through technology, print materials, and teacher professional development. It provides differentiated instruction to students in a 90-minute block consisting of whole group, individualized computer, and independent reading sessions. Research shows READ180 improves reading achievement across grade levels and student subgroups. It aligns with the No Child Left Behind Act and state standards.
The document provides information about Nova Southeastern University's (NSU) Doctorate of Education (Ed.D) program. It summarizes that the program is 66 credits and can be completed in 3 years, with a maximum of 7 years to finish. It offers concentrations in various fields and is delivered through a blended online and on-campus format. The document also describes international cohort options that allow students outside the US to complete the program.
The document discusses requirements for a federated cross-sectoral infrastructure for open educational resources (OER) in Germany. It conducted interviews and workshops with stakeholders from different educational sectors. It determined that a central repository would not work due to fragmented existing repositories. Instead, it recommends a network of reference systems connected by a metadata exchange service to increase visibility, findability, and quality of OER across educational sectors. This network would include coordination of stakeholders, documentation of standards, and involvement of the OER community.
The JRC report on Learning Analytics, 2017, gave a list of actions to policymakers. The panel input presents two national examples that follow the line of actions
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
Presentation Learning Analytics Open Educational ResourcesMalinka Ivanova
The document analyzes and models the domain of open educational resources (OERs) from a learning analytics perspective. It reviews the current state of OER research, typical OER features, and tools used for OER development, tracking, and analysis. It also examines how learning analytics contributes to OER creation, improvement, and reuse. Various learning analytics tools for tracking, analyzing, and improving OERs are described. Models of the OER domain landscape and trends are developed using bibliometric and machine learning methods. The analysis provides insight into OER usage contexts, topics, publications, author countries and collaborations. It also predicts future evolution of OER research areas.
Teacher educators in East Africa are exploring the use of open educational resources (OER) and open educational practices (OEP) in their teaching.
They find that sharing ideas and resources through networks helps them learn from each other and grow as educators. However, moving fully to OEP is challenging due to vague definitions of terms, a lack of support for practitioners, and constraints within the education system.
While some educators are beginning to create and share open content, moving beyond early adopters to widespread adoption requires addressing issues of motivation, skills, time, and policies around open practices.
Presentation prepared for the Missouri State University campus and FCTL about the basics of OER.
Also submitted for SPARC Open Education Leadership assignment.
Sections adapted from David Ernst's OTN presentation: https://drive.google.com/file/d/1rW40wZyVUFuxJ8zCfkFBOJ7quCNYlwF4/view?usp=sharing
This document summarizes a systematic review of theses from researchers in the Global OER Graduate Network (GO-GN). The GO-GN aims to raise the profile of open education research and support PhD students conducting research in this area. The review analyzed 50 theses from 14 countries across 10 categories related to open education, including project case studies, technical specifications, OER as a subject, policy, practitioners, developing nations, MOOCs, pedagogy, and open data/practice/access. The goal was to better understand the emerging field of open education research.
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project. Keynote for the AVU Conference 1-3 July 2015 by Cheryl Hodgkinson-Williams
The document discusses plans to design a learning analytics platform called LA Tartu for the University of Tartu. The platform aims to provide monitoring and guidance tools like dashboards for students, teachers, and researchers. An initial application will focus on a teacher's tool to assess risk factors for students' successful course completion, combining data from the university's study information system and Moodle learning management system. The platform will anonymize and analyze data using a student model to predict performance and send assessments back for viewing in the study information system interface.
A presentation at the IOE's Teaching and Learning Conference by Nazlin Bhimani and Richard Freeman. Here we map the current provision for researcher development at the IOE using vitae's RDF.
The MathGeAr project aims to modernize math and statistics curricula at universities in Georgia and Armenia through introducing new educational technologies and aligning with EU best practices. Funded under the Tempus IV program with a budget of over 1 million euros, the project has 14 partners across Georgia, Armenia, France, Finland, and Germany running from 2013-2016. The project will conduct a comparative analysis of math curricula, modernize selected curricula, introduce online learning tools, build local capacity, conduct a pilot and evaluation, and disseminate results to improve STEM education in the partner countries.
Reception and application of information literacy instruction in Portuguese a...TatianaLSanches
Over the past decade, information literacy has been a challenge for academic libraries in Portugal. Lately, academic library professionals all over the country have been providing a consistent foundation for both teaching sessions and guidance for students. In this article a systematic literature review is used, in an attempt “to identify, appraise and synthesize all the empirical evidence that meets pre-specified eligibility criteria to answer a given research question” (Higgins & Green, 2011). The aim is therefore to carry out a review that seeks to systematize the state of knowledge about information literacy instruction, trying to answer the research question: how is literacy instruction conducted and provided in Portugal? The objective was to achieve an overview of the practices of information literacy instructional training in a south European country. The overall contribution to the field of IL is mainly a focus on the state of the art of information literacy instruction in Portugal.
This document discusses teacher training programs and resources for professional development. It outlines various types of on-campus workshops and study abroad programs that provide training to educators. Potential funding sources are identified for both on-campus and international opportunities. The benefits of these programs are expanding content knowledge, exposure to new trends and scholars, and resources for classroom integration. Administrators and educators are encouraged to identify needs and share acquired resources with colleagues.
The document summarizes research conducted by the NKI Internet College, a leading provider of online distance education in Norway. NKI has 40 years of experience in distance education research and has explored topics like dropout rates, effects of different teaching techniques, and personalizing instruction at scale. The document outlines NKI's four generations of online learning systems and innovations. It also discusses adapting learning materials to individual students' needs, though current materials are not individually customized. The AM-Learning project's focus on automatic individualization of learning messages based on language ability aligns with NKI's research goals.
The document discusses supply chain management in higher education. It conceptualizes the educational system as a supply chain with students and external projects as inputs, the university as the service provider or processor, and graduates and research outcomes as outputs supplied to employers, funding organizations, and society. It outlines the various suppliers, customers, and outputs in the educational supply chain and how e-commerce strategies can integrate processes like providing a universal web portal for institutional services.
The document provides guidance on teaching information literacy skills from elementary school through graduate school. It recommends teaching skills like using effective search strategies, evaluating information sources, making evidence-based arguments, conducting research, writing reports, and communicating findings. The goal is to empower students to use information to solve problems, drive improvements, and create change. Key skills include defining problems, finding and appraising evidence, applying findings, evaluating changes, and redefining problems as needed.
Assessing ‘off campus’ psychology students strategic design and development o...James Brunton
This document discusses strategies for assessing psychology students in flexible online programs from a program-level perspective. It notes that most higher education institutions have embraced e-learning and blended learning. Flexible online students particularly focus on assessments. The strategies discussed include:
- Constructively aligning program and module learning outcomes to various assessment types like online discussions and final projects.
- Developing an assessment matrix to ensure students have sufficient opportunities to achieve program learning outcomes through a variety of assessment types mapped to each module.
- Creating an online course and workshops to support assessment writers in developing aligned assessments.
READ180 is a comprehensive reading intervention program designed to help improve reading skills through technology, print materials, and teacher professional development. It provides differentiated instruction to students in a 90-minute block consisting of whole group, individualized computer, and independent reading sessions. Research shows READ180 improves reading achievement across grade levels and student subgroups. It aligns with the No Child Left Behind Act and state standards.
The document provides information about Nova Southeastern University's (NSU) Doctorate of Education (Ed.D) program. It summarizes that the program is 66 credits and can be completed in 3 years, with a maximum of 7 years to finish. It offers concentrations in various fields and is delivered through a blended online and on-campus format. The document also describes international cohort options that allow students outside the US to complete the program.
The document discusses requirements for a federated cross-sectoral infrastructure for open educational resources (OER) in Germany. It conducted interviews and workshops with stakeholders from different educational sectors. It determined that a central repository would not work due to fragmented existing repositories. Instead, it recommends a network of reference systems connected by a metadata exchange service to increase visibility, findability, and quality of OER across educational sectors. This network would include coordination of stakeholders, documentation of standards, and involvement of the OER community.
The JRC report on Learning Analytics, 2017, gave a list of actions to policymakers. The panel input presents two national examples that follow the line of actions
- The document summarizes the findings of a feasibility study on developing an open educational resource (OER) infrastructure across educational sectors in Germany.
- It identifies the need for a federated network of reference systems rather than a single central repository, to overcome the fragmented landscape of existing repositories and enable cross-sectoral sharing of OERs.
- Key recommendations include establishing a Metadata Exchange Service to facilitate exchange between referatories and sectors, and coordinating stakeholders to develop common standards and ensure an open informational ecosystem.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
European Perspectives on Learning Analytics: LAK15 LACE panelLACE Project
The document provides an overview of learning analytics work in Europe from several countries including Estonia, the Netherlands, and France. In Estonia, key initiatives discussed include the educational cloud and eDidaktikum teacher learning environment which incorporate learning analytics dashboards. In the Netherlands, the focus is on collaboration between universities, Apereo, and SURF. In France, recent and current national projects exploring learning analytics are highlighted such as Péricles and Hubble. The document concludes with an overview of the goals of the LACE project which aims to build bridges between learning analytics research, policy, and practice across Europe.
Interim report and main findings, by Lasakova, Bajzikova & Sassogaihe
This interim report summarizes the main findings from three research streams of the GAIHE project. The desk research analyzed over 180 sources to classify types of higher education innovation and identify drivers, governance factors, and barriers. A survey of 47 higher education institutions found that module innovations are more common than program or institutional innovations and identified key motivations and challenges. Case studies of 10 institutions found examples of innovative teaching practices and supporting governance structures. The project aims to develop a self-assessment toolkit to measure institutional support for innovation and disseminate results through 2016.
This study evaluated the impact of an information literacy course on preservice teachers' skills. It compared a treatment group of 16 students who took the course to a comparison group of 10 students who did not. Both groups completed a questionnaire and thinking-aloud tasks involving finding articles, evaluating websites, and selecting Web 2.0 tools. Results showed the treatment group performed better on skills tests and demonstrated more familiarity with resources. However, neither group excellently completed all tasks. The study concluded that while the course helped, an enhanced long-term instruction program is needed to fully develop teachers' twenty-first century information literacy abilities.
The document discusses pedagogical improvement through open educational resources (OER) and open educational practices (OEP) in the global South. It outlines several characteristics of OER that support pedagogical improvement, including promoting knowledge for all through customization and contextualization. The document presents a strategy for pedagogical improvement involving reflecting on learning assumptions, using a learning design framework with key questions, and fostering an evidence-based approach. It provides examples of OER Africa projects and ways students can create knowledge through technologies.
Learning Analytics – Research challenges arising from a current review of LA useRiina Vuorikari
The document summarizes a report by the Joint Research Centre (JRC) on learning analytics. The JRC conducted a study between 2015-2016 that included an inventory of 60 learning analytics tools, practices and policies, as well as 5 case studies. The study found that most learning analytics work is not strongly aligned with European priorities for education. It identified several research challenges, including developing a common vision for learning analytics in Europe, building tools that help teachers and learners, and conducting research that validates tools. The report suggests policy goals should drive learning analytics research.
Ifla president forum hirsh april2016_v2 (1)Stephen Abram
This document discusses online education and professional development opportunities for information professionals. It notes that over 25% of higher education students now take at least one online course. Benefits of online learning include increased access regardless of geography and flexibility. Considerations for effective online education include interactivity, program review, onboarding faculty and students, accessibility standards, and costs. Essential skills for information professionals include technology skills, instruction, customer service, content management, and critical thinking. The document outlines certificate programs, continuing education, global networking, and free professional development options for ongoing learning. It closes with open questions about the future of online education models and professional development.
Enhancement of teaching & Learning Methodology.pptxAsokan R
This document discusses enhancing teaching and learning methodology in nursing education. It addresses current challenges in nursing education, best practices for teaching methodology including active learning strategies, collaborative learning techniques, use of technology, and incorporating real-world scenarios. It also discusses implementing effective assessment strategies, and the importance of ongoing faculty development to improve teaching. Resources for faculty development include online courses, professional organizations, and conferences focused on nursing education. The conclusion emphasizes that enhancing teaching methodology in each course is vital for creating effective learning experiences.
The document discusses emerging trends in librarianship and higher education. It notes that the abundance of online resources is challenging traditional roles of educators and libraries. Libraries must consider their unique value in providing sense-making and credibility assessment of information. Emerging technologies like MOOCs, learning analytics, and 3D printing will continue to impact higher education. Libraries need to focus on user needs, manage both physical and digital collections, and leverage technologies like the cloud to remain relevant gateways for managing information.
Planning to Succeed – Reading Lists strategies - Jackie Chelin and Carol Dell...Talis
The document discusses the implementation of a new reading list system at the University of the West of England (UWE) in Bristol. It describes problems UWE previously had with students not being able to access required readings. UWE addressed this by developing reading strategies in collaboration with academics that focused on ensuring core readings were accessible while developing students' information skills. It then discusses UWE's enhanced reading list project which includes adopting reading list software, expanding digital content, and working with faculties to pilot the new system from 2016-2017. The goals are to improve students' experiences, engagement, and outcomes.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
This document outlines the curriculum for primary education in Castilla-La Mancha, Spain. It discusses the key elements of the curriculum including objectives, competencies, contents, methodology, standards, and assessment. It describes the structure of core, specific, and regional subjects. It emphasizes developing key competences like linguistic communication, math, digital skills, learning to learn, social skills, and cultural awareness. Foreign language instruction focuses on communicative competence in English with an emphasis on oral comprehension and expression. Methodology guidelines stress using the language in real contexts through practical and cooperative activities incorporating new technologies.
TSL3143 Topic 4 Considerations in Curriculum StudiesYee Bee Choo
The document discusses key considerations in designing curriculum, including needs analysis of the target group, aims and objectives, content, learning theories and approaches, personnel, material selection, assessment and evaluation, monitoring and support, and potential constraints. A needs analysis examines what learners know and need to know to effectively design a curriculum that meets their learning needs and objectives. Other important factors include learning theories and approaches, personnel to implement the curriculum, selecting appropriate materials, and ongoing assessment, evaluation and monitoring to ensure support for learners.
This document summarizes a 3-year HEFCE pilot programme called LEGACY aimed at measuring learning gain and employability across 18 Russell Group universities. The programme has 4 work packages focused on (1) measuring learning gain, (2) student strengths and career development, (3) career adaptability, and (4) the impact of international experiences on employability. It will develop tools and methodologies for assessing learning gain longitudinally and cross-sectionally, identify core learning dimensions, and produce recommendations based on findings from student surveys, interviews and data analysis. The goal is to better understand factors influencing learning
This document discusses information literacy frameworks and standards. It provides an overview of several influential models for information literacy including the Big 6 model, the Seven Pillars of Information Skills, and the Australian and New Zealand Information Literacy Framework. It also summarizes the ACRL's five competency standards and new framework adopted in 2016. The document then discusses information literacy initiatives and strategies in South Africa, at UNISA, and possibilities for an interactive online information literacy program in Africa.
This document discusses open educational resources (OER) and open educational practices (OEP). It defines OER as educational resources that are freely available online for anyone to use. It discusses OER at different levels of granularity and formats. The document presents a vision for OER to transform education by focusing on learner autonomy and sharing of resources. It emphasizes a shift from OER as static resources to OEP, which involve the practices of creating, using and managing OER. It proposes dimensions and a framework to characterize OEP based on analysis of case studies. The framework considers OEP strategies and policies, barriers, tools, and skills development at the macro, meso, and micro levels.
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Dentro del ciclo Leer para vivir de las Bibliotecas del Mar Menor, se realiza un homenaje al dibujante Miguel Gallardo, en la Biblioteca de Los Alcázares (Murcia), el 27 de abril de 2022. Se explica la obra de Gallardo desde el punto de vista de sus propias obras, especialmente las de carácter autobiográfico y relacionadas con Maria, la hija con autismo del autor
Presentación del proyecto e-IRIS, cuyo fin es desarrollar competencias digitales de la ciudadanía española a través de la red de bibliotecas públicas. Expuesto en el marco del X Congreso Nacional de Bibliotecas Públicas en Las Plamas de Gran Canaria, organizado por el Ministerio de Cultura y Deporte
Presentación y análisis de cómics que han abordado el arte como tema, como objeto de sátira o de estudio, así como de autores de cómics que han estado presentes en museos o que han contribuído a su conocimiento social
Presentación sobre los cómics de autoras destacadas así como sobre las mujeres como tema en la novela gráfica actual y su evolución, analizando la persistencia de desigualdades en su tratamiento como creadoras y el reflejo de las diferencias sociales en mundo actual
Presentación sobre los cómics centrados en contar la enfermedad física o mental, de carácter autobiográfico o no. Realizada en el marco del Seminario sobre cómic y novela gráfica de la Biblioteca Pública de Salamanca Casa de las Conchas, el 25 de noviembre de 2019
Presentación sobre cómic autobiográfico en el marco del Seminario sobre cómic y novela gráfica de la Biblioteca Pública de Salamanca Casa de las Conchas, realizada el 17 de diciembre de 2019.
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Presentación a la Jornada Bibliotecas para la comunidad. Región de Murcia, realizada por José A. Gómez, Manuel Hernández-Pedreño, Eduardo Romero-Sánchez y Caridad Montero Díaz
Presentación en las Jornadas de Anabad-Murcia, realizadas en la Biblioteca Regional de Murcia el 13 de diciembre de 2018, del Decálogo Función Social de la Biblioteca, realizado por el grupo de trabajo Función Social de la Biblioteca, perteneciente al Consejo de Cooperación Bibliotecaria del Ministerio de Cultura y Deporte, coordinado por Ramona Domínguez Sanjurjo
El documento presenta los resultados de un programa piloto para enseñar conceptos de transparencia, buen gobierno y participación ciudadana a estudiantes de bachillerato en la Región de Murcia, España. El programa incluyó charlas introductorias, una unidad didáctica, y un concurso de disertaciones y videos sobre estos temas. Los resultados mostraron que los estudiantes mejoraron su comprensión de estos conceptos y propusieron formas de aumentar la participación ciudadana. Se concluyó que es importante continuar y expandir este tipo de programas educativos
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Descripción de la evolución y perspectivas de la imagen social de los bibliotecarios como profesionales, expuesta en el Instituto Cervantes (Madrid), el 10 de diciembre de 2009
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How to Make a Field Mandatory in Odoo 17Celine George
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Designing and Implementing Web Based Tools to Asess Information Competences of Social Science Students at Spanish Universities
1. Designing and Implementing Web-based Tools
to Assess Information Competences of Social
Science Students at Spanish Universities
María Pinto University of Granada
José-Antonio Gómez-Hernández University of Murcia
Susana Puertas University of Granada
David Guerrero University of Granada
Ximo Granell University Jaume I of Castellón
Carmen Gómez University of Málaga
Rocío Palomares University of Málaga
Aurora Cuevas University Complutense (Madrid)
1
2. Aims
• To describe the process
integrated
tool
to
Competences
and aplication of an
assess
Information
• Information Competences of Social Sciences
Students at Spanish Universities
2
3. Context
•
The European Higher Education Area demands an approach of
competency-based learning
•
The acquisition of Information Competences at
Spanish Universities is a requirement (RD 1387/2007)
•
Training by competences, including IL, in Higher Education
belongs to professors and librarians and there is an emerging
culture in assessment
•
Implantation of University Degrees (2009—)
•
Joint Strategy CRUE-TIC/REBIUN, 2010…
3
4. Background
• ACRL, CILIP and CAUL Standards
• Own and Preview Experience
e-COMS (2004- )
ALFINEEES (2005- )
IL-HUMASS (2007- )
ALFINTRA (2005, 2008)
INFOLITRANS (2009- )
EVALUAREED (2011- )
Focused in learning and assessing in IL
4
6. Background
• Web PORTALS focused on learning and assessing in IL
•
That’s means:
–
–
–
•
What we need to assess
To define how to assess
To specify the level of assessment
For that reason, its necessary to assess:
–
–
–
Knowledge
Attitudes and values
Skills
7. Tools
Integrated Assessment of Students’ Information Competences
to measure:
• Attitudes
• Expectations
Subjective assessment
• Knowledge
• Skills
Objective assessment
By four key tools:
•
•
•
•
Set of reading texts
IL-HUMASS test
Knowledge Test
Assessment Matrices
7
9. Set of Reading Texts
• Experts selected a hundred of texts
• Requirements
• Belonging to an international organization (FAO, UNESCO, EU, ILO)
• Written in Spanish and English
• Short in length (2500 words or 15 min time-reading)
• Be current, interesting and easy undertanding
• Be accompanied by an ilustration
• Be open access on the Web
9
10. Set of Reading Texts
• Nine types of texts were validated and analyzed
• Topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Food and Agriculture Organization
Nutrition and Health
Environment
Comsumption fo digital news
Labour safety
Home workers
Crisis in education
Sexual exploitation
Illegal wood
10
11. IL-HUMASS Test
• From Total Quality Based approach, we have developed
and validated and integrated in IL-HUMASS Model
(stakeholders)
Dimensions:
Self-assessment IL: based on Students’ perception and
efficacy
Learning Assessment: Report of learning outcomes and
recomendations to improve
11
12. IL-HUMASS Model
Actitudinal Approach in the Educational Triangle
Declarative
Knowledge
Procedural
Knowledge
Motivation
K
A
S
SelfEfficacy
Source of
Learning
12
14. IL-HUMASS Test
Applied in:
Universidad de Granada
Universidad Jaume I
Universidad de Salamanca
Universidad Complutense
Universidad de Málaga
Universidad de Murcia
St. Patrick's College (Irlanda)
Universidad Oporto
Universidad Nova de Lisboa, ISPA
Universidad de la Habana
Universidad Central de las Villas
Universidad Brasilia
Universidad de Guadalajara
Universidad de Antioquia (Colombia)
Universidad Rio Cuarto (Argentina)
14
15. Knowledge Test
• This test measures the basic knowledge as a whole
• It is focused on the dimension of "know”
• 78 items Test
• 5 possible answers
• Divided into 4 categories (as IL-HUMASS):
Search, evaluatition, processing and
communication/dissemination
15
16. Knowledge Text
Design
Designing and Implementing Web-based Tools
to Assess Information Competences of Social Science Students
at Spanish Universities
16
17. Knowledge Text
Design
Designing and Implementing Web-based Tools
to Assess Information Competences of Social Science Students
at Spanish Universities
17
18. Assessment Matrices
Students were asked about :
•
•
•
•
•
•
•
•
Specialized Terminology
Being familiar with information search strategies
Evaluating the quality of information sources
Identifying the main idea of the text or what the author tries to say
Schematising and extracting information
Recognising the structure of a text
Citing information sources
Designing academic presentations.
18
20. Consistency of the tools
Sample:
• It was piloted with 155 undergraduated Students: UGR, UCM, UMA.
• Statistical results shown a high internal consistency of the tools
• Cronbach alfa of the tools has been:
0.871 Set Reading Texts
0.944 IL-HUMASS Test
0.869 Knowledge Test
0.837 Assessment Matrices
20
25. Conclusions
• Emerging culture on assessment of IL
• Four tools are validated
• EVAL-CI is a project in progress to integrate information literacy
instruction and assessment in the curricula
• Offers self-diagnostic based on perception and a diagnostic
based on evidence (students)
• Findings are partial but significative
25